International Journal of Advanced and Applied Sciences, 3(11) 2016, Pages: 1-7

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International Journal of Advanced and Applied Sciences

Journal homepage: http://www.science-gate.com/IJAAS.html

The evaluation and effectiveness of school based assessment among

science teachers in Malaysia using CIPP Model
Norazilawati Abdullah *, Norwaliza Abdul Wahab, Noraini Mohamed Noh, Eftah Moh Abdullah, Aslina Ahmad

Faculty of Education and Human Development, Sultan Idris Education University, Tanjung Malim, Malaysia

ARTICLE INFO ABSTRACT

Article history: The purpose of this study is to identify the effectiveness of School Based
Received 20 August 2016 Assessment (SBA) in science subject among secondary science teachers using
Received in revised form CIPP Model. It also investigates the evaluation of science teachers’ regarding
15 October 2016 the advantages and disadvantages of SBA. A total of 112 science teachers
Accepted 27 October 2016 from 21 secondary schools in Batang Padang District, Perak, Malaysia were
involved in this survey. The data from the questionnaires and survey were
Keywords: analyzed using descriptive statistics and statistical inference. Frequency
Evaluation distribution with mean scores and percentages and Pearson correlation
Effectiveness analysis were used. Results showed that the dimensions of context, input and
CIPP model product are at a moderate level while the level of process dimension is high.
School based assessment (SBA) Hypothesis is also accepted, there is no significant relationship between the
Science teachers level of dimensional context, input, process and product in the
implementation of SBA with teaching experience. Analysis of the interviews
showed that most respondents agree that there are advantages of SBA, thus
is suitable with the aim of Malaysia to create a world-class human capital. In
conclusion, this study provides new contributions to teachers in Malaysia to
implement SBA effectively through training, courses, monitoring and ongoing
support from Ministry Of Education.

© 2016 The Authors. Published by IASE. This is an open access article under the CC
BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

1. Introduction that the assessment is important because it can see

the overall student achievement that meets the goals
*School-Based Assessment Program (SBA) is of the National Education Philosophy in an effort to
another transformation in the education assessment establish and develop human capital excellence.
system in Malaysia. It is an alternative assessment Among the goals of SBA is to get an overview of the
system of government by reviewing the existing performance of students in their learning, assess the
assessment and evaluation in order to make school activities carried out during the process of teaching
not too exam-oriented. School-based assessment and learning takes place, get continuous information
system, a fairly new innovation in assessment is an about the teaching and learning as well as planning
assessment which is conducted by subject teachers and improve teaching and learning (Awang, 2011).
in classrooms following the procedures from the
Malaysian Examination Syndicates in terms of 2. Literature review
planning, administration, scoring and reports.
Ministry of Education (MOE) has focused on School Based Assessment (SBA) is premised upon
strengthening the system of assessment and the notion that regular, classroom-based assessment
evaluation in order to present a more holistic and provides a reliable indicator of student learning,
authentic assessment. It assesses the process and while also contributing feedback for future learning
product of teaching and learning. It is considered a (Brown and Hirschfeld, 2008). Feedback is a
holistic assessment because it assesses various ‘continuous, ongoing, and interactive’ process
aspects of student's development such as their (Kouritzin and Vizard, 1999) which involves
cognitive, affective and psychomotor. This means multiple sources (teachers, peers, friends, and so on)
and a variety of forms (visual, written and oral).
* Corresponding Author. According to the Malaysian Examinations Board,
Email Address: [email protected] (N. Abdullah) SBA is a form of assessment in schools. It is planned
https://doi.org/10.21833/ijaas.2016.11.001 and administered systematically. The scores are
2313-626X/© 2016 The Authors. Published by IASE.
This is an open access article under the CC BY-NC-ND license
reported in planned activities in accordance with the
(http://creativecommons.org/licenses/by-nc-nd/4.0/) procedures laid down by the Malaysian Examination

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 Abdullah et al/ International Journal of Advanced and Applied Sciences, 3(11) 2016, Pages: 1-7

Board. SBA is also a combination of school that SBA implementation leaves an undesirable
assessment undertaken by teachers as well as effect to students. Guidelines set by the MOE in
confirmation of the appraisers in the National ensuring the quality of SBA should be given
Achievement Centre or the student report based on emphasis before and during SBA implementation.
the competencies they have accessed, understood After four years of implementation of the SBA in
and skilled (Azhari, 2005). SBA was actually school, the teachers began to complain will have to
implemented in Malaysia in phases starting in 2003. bear the burden of work and has been a hoax and hot
It involves eleven subjects including science subjects news in the newspapers. Many teachers agree that if
in which students are assessed through practical the SBA removed. According to Stufflebeam and
work assessment. Now SBA was carried out across Shinkfield (2007), rating is a discipline that is very
the board for all subjects in primary and lower important to ensure a successful program or project.
secondary. SBA has also given recognition and A program or project cannot be said to be successful
autonomy to teachers to implement formative and after its strengths and weaknesses can be detected.
summative assessment in schools. SBA was Thus corrective measures can be taken and process
conducted at the school by teachers in accordance improvements can be implemented in order for a
with the procedure and format Malaysian program to achieve the desired goals.
Examination Board (MEB) may prescribe. Teachers Therefore, this study was conducted to evaluate
need to assess and implement SBA by administering, the effectiveness of the implementation of the SBA
assessing, and recording suspended and affective science teachers in secondary schools conducted in
achievement of students at the school level terms of context, input, process and product. Ratings
(Mahamod et al., 2010). (1) The dimension of context (relevance of SBA with
The success of reforms in education depends on the National Education Philosophy, science teachers'
teachers who conduct the assessment. The changes attitude and willingness to SBA); (2) The input
will not happen if teachers are not sure about the dimension (knowledge, skills and confidence to run a
need for change and are willing to change the SBA science teachers, equipment, laboratories,
paradigm (Norazilawati et al., 2012). This is because facilities, timetable, training and support principals);
the SBA is a more meaningful assessment, authentic (3) the dimensions of the process (teaching and
(genuine) already robust (solid). It is hoped that this learning strategies for teachers and science teachers
will result in the assessment of human capital is how to run SBA to evaluate the work of students);
critical, creative, innovative, competitive and and (4) the dimensions of the product (revenue
progressive as envisaged by the state. changes in student achievement and attitudes
toward science subject). The second objective is to
3. Problem Statements identify whether there is a correlation between the
level of dimensional context, input, process and
SBA is responsible in testing and assessing product implementation for SBA with teaching
students’ overall performance from every aspect. experience. The third objective is to identify the
Assessment encompasses academic performance, co- advantages, weaknesses, challenges and
curriculum and personality traits while students are recommendations in realizing the SBA science
undergoing teaching and learning processes. teacher.
Teachers who are responsible and accountable in
conducting SBA process have to adhere to all 4. Theoretical framework
assessment steps and procedure. However, teachers’
lackadaisical attitude in assessment may jeopardize Looking at the few evaluation models, there are
the whole assessment system. Assessment quality many possible theoretical frameworks that could be
could be debated by everyone if there is no used in evaluating the system, of which in part
monitoring system in place. If this happens, concerns depends on the questions and topics of interest. In
abound pertaining to biasness, transparency and the case of SBA, we are primarily interested in the
standardization of students’ assessment when this effectiveness of the system implementation. This
practice is hailed as one of important elements in leads us to look at various dimensions of evaluation.
ensuring that students achieve deserving grades For this reason, CIPP evaluation model was chosen
throughout teaching and learning. This issue was as the framework of this study. The CIPP Evaluation
discussed in a study by Tan (2010) whereby lacking Model was developed by (Stufflebeam, 2003) to
of monitoring will make teachers non-committed evaluate any projects, personnel, products,
and lackadaisical in conducting assessment. institutions or systems from various disciplines such
The inability of any school to standardize scores as education field, housing and community
will more or less contribute to disputes amongst development, transportation safety and military
parents and teachers. This is due to comparison of personnel review systems.
scores that is still the tradition of parents to compare Various educational programs have been
their children’s success with other people’s children. conducted using this model, such as those related to
This problem had been discussed in a study by Barak science and mathematics education, rural education,
and Shakhman (2008). The schools and teachers educational research and development, school
frequently neglect a few important processes like improvement, professional development schools and
monitoring, score validity and others to the extent many more (Stufflebeam, 2002). A key characteristic
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of this model is its four dimensions of evaluation –

context, input, process and product (Stufflebeam,
1971). These four dimensions of evaluation also
serve planning, structuring, implementing and
recycling decisions respectively. As such, context
evaluation involves confirming the present
objectives, to modify the existing objectives or
develop new ones. Input assesses the strategies,
personnel, resources or procedures in achieving the
program’s objectives, process evaluation is looking
at everything related to the implementation of
already selected designs, strategies or action plan
and product evaluation determines and examines
the specific outcomes of the program. Furthermore,
it is based on the management-oriented approach Fig. 1: Theoretical framework
which allows managerial decision-makers to get
enough information from the evaluators (Hogan, 6. Hypothesis
2007).
The CIPP Evaluation Model is a useful framework Ho1: There is no significant relationship between
for analyzing the interrelationship between the four context, input, process and products in the
evaluation dimensions. It is consistent with the implementation of the SBA with teachers teaching
definition of operational assessment in this study the experience.
evaluation process is a draw, collect and provide
useful information to choose alternative decisions 7. Research methodology
for improvement. The level of context, input, process
and product can provide important and useful The study used combination of quantitative and
information to plan implementation strategies or qualitative approaches. The quantitative data used
action plans for the structuring of a more robust questionnaire as instrument consists of two parts.
implementation of the SBA in order to achieve its Part A of teacher demographics. Part B consists of 45
goals: items to obtain information on the assessment of the
context, input, process and product implementation
1. Context evaluation: what are the needs and in schools. Items that are formed in this
opportunities? What should be our goals? (SBA questionnaire developed by the researchers based
Goals) on operational definitions for each construct was
2. Input evaluation: what are our options? What used in this study and modify the questionnaire
approaches can we take? How do these adopted by Norazilawati et al. (2012). This
approaches compare in terms of resources questionnaire has been tested for reliability by
needed? (SBA Planning) running a pilot test to 20 teachers. Cronbach's alpha
3. Process evaluation: how is program values obtained for each item is between 0.929 to
implementation going? Are we on track? Do we 0.934. The overall reliability of this study is 0.932
need to adjust? (SBA Evaluation) items. This proves that Cronbach alpha reliability
4. Product evaluation: what is our success or index for this study is high.
failures? What has changed as a result of our Qualitative data used interviews questions as an
program? (SBA Results) instrument. Interview questions were developed by
the researchers to identify advantages, weaknesses,
Based on the above rationale, the conceptual challenges and recommendations for science
framework of this research was formed in Fig. 1. teachers in the realization of SBA.
Quantitative sample consisted of 112 science
5. Objectives teachers form 1 and form 2 who taught at 21
secondary school in Batang Padang District, Perak,
The research conducted to: Malaysia. While for qualitative sample, only five
1. To evaluate the effectiveness of the science teachers interviewed from five schools
implementation of the SBA among science teachers which is involved in the study. Selection of study
in secondary schools conducted in terms of participants is intended (purposive sampling) so that
context, input, process and product. the information obtained can give an answer to the
2. To identify whether there is a correlation between research question.
the level of dimensional context, input, process
and product implementation for SBA with teaching 8. Findings and discussion
experience.
3. To identify the advantages, weaknesses, challenges The results were analyzed and discussed by the
and recommendations in realizing the SBA science research objectives.
teacher.

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Research Objective 1: To evaluate the implementation of the SBA is moderate with a

effectiveness of the implementation of the SBA mean overall is 3:52 and the standard deviation is
among science teachers in secondary schools 0.900 (Table 2).
conducted in terms of context, input, process and 3. The findings showed that the level of process
product: (teaching and learning strategies as well as how to
run a SBA among science teachers to evaluate
1. The findings showed that the level of context student work) in the implementation of SBA is at a
(relevance of SBA with the National Education high level with the overall mean is 3.81 and the
Philosophy, science teachers' attitude and the standard deviation is 0.732 (Table 3).
readiness of teachers) in the implementation of 4. The findings showed that the level of product (due
the SBA is moderate with overall mean is 3.31 and to changes in performance and attitude of the
the standard deviation is 0.885 (Table 1). students towards the science subjects) in the
2. The findings showed that the level of input implementation of the SBA are at medium with
(knowledge, skills and confidence to run a SBA, mean overall is 3.20 and the standard deviation
equipment, laboratories, facilities, timetable, was 0.932 (Table 4).
training and support principals) in the

Table 1: Level of context

Item Mean SD Interpretation
1. Implementation of relevant SBA the current education system in Malaysia. 3.29 1.053 Medium
2. I clear about the goals and SBA implementation objectives. 3.65 0.767 Medium
3. SBA reduce pressure on public examinations. 3.08 1.027 Medium
4. SBA does not charge me. 2.30 0.947 Low
5. I get information about SBA objective through the administrator, MOE and the
4.05 0.655 High
current website attending courses in services.
6. SBA is an assessment system national education guaranteed quality in terms of
3.07 0.927 Medium
legality and reliability, and act towards learning more effective.
7. SBA control, coordinate and conduct all examinations schools, public examination
3.29 0.966 Medium
and no external examination contrary to government policy and national interest.
8. SBA help educational system attaining international standards in the field
knowledge, skills and competencies as well as world class leading Assessment by 3.39 Medium
0.989
2020.
9. SBA be able to monitor the growth of the students and help to increase the
3.56 0.814 Medium
potential individual.
10. SBA make meaningful reporting about individual learning 3.42 0.790 Medium
Average Score 3.31 0.885 Medium

Table 2: Level of input

Item Mean SD Interpretation
11. I have to sign a form The Official Secrets Act 1972 (Act 88) before implement SBA. 3.25 0.953 Medium
12. I was following training/ course to build instruments of SBA. 3.21 1.255 Medium
13. I know how to build instruments for assessing students. 3.33 0.980 Medium
14. I have adapted the instruments with teaching methods. 3.47 0.910 Medium
15. I should have the current Quality Assurance Guidance Document SBA. 3.90 0.722 High
16. I mastered On Scoring of SBA. 3.33 0.865 Medium
17. I am skilled at assessing students eviden . 3.75 0.942 High
18. I give the exact score, consistent and in accordance to the students. 3.47 0.827 Medium
19. My scoring of verified and signed by the school administrators. 3.52 0.793 Medium
20. I always talk to a friend about SBA. 3.97 0.728 High
21. Main Committee SBA in my school give many provide exposure and training to 3.62 0.891 Medium
increase the understanding of implement SBA.
22. My school provides an environment supporting the implementation and SBA 3.47 0.889 Medium
acculturation.
23. Internet facilities can be accessed properly in school helps me in the 2.84 1.116 Medium
implementation of the SBA.
24. I prefer Private-owned internet access from accessing the internet in school to 3.89 0.961 High
facilitate my assessment of students.
25. I set up a Daily Lesson Plan containing assessment activities. 3.83 0.678 High
Average score 3.52 0.900 Medium

Research Objective 2: To identify whether there is Correlation between the level of context, input,
a correlation between the level of dimensional process and product of the implementation of the
context, input and process and product SBA with experience in teaching science:
implementation for SBA with teaching experience.
1. Pearson Correlation Analysis Results, in total there
are 4 items that shows that there are significant
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relations and 6 items that show there is no between the contexts of the implementation of the
significant relationship between the dimensions of SBA with teachers teaching experience. While for
the context of the implementation of the SBA with item 3 is [r = -0.032 *, p = 0.736 ˃ 0.0 Item 5 is [r =
teaching experience teachers. So it can be 0.095, p = 0.318 ˃ 0.05]. Item 6 is [r =-0.070 *, p =
concluded that there is no significant relationship 0.461 ˃ 0.05]. 5]. Item 7 is [r = 0.75 *, p = 0.434 ˃
in the context of the implementation of SBA. For 0.05]. Item 9 is [r = 0.019, p = 0.840 ˃ 0.05]. Item
item 1 results obtained from analysis is [r = 0.141 10 is [r =-0004 *, p = 0.966 ˃ 0.05]. Item 10 is the
*, p = 0.137 > 0.05]. Item 2 is [r = 0.171 *, p = 0.072 [r = -0004 *, p = 0.966 ˃ 12:05]. Correlation of
> 0.05]. Item 4 is [r = area *, p = 0.257 > 0.05]. For items 3, 5, 6, 7, 9 and 10 showed no significant
item 8 [r = 0.128 *, p = 0.05 > (s)]. Correlation for relationship between the contexts of the
items 1, 2, 4 and 8 is positive at the level of very implementation of SBA with teaching experience.
low. This shows there is a significant relationship

Table 3: Level of Process

Item Mean SD Interpretation
26. I have a manual guide as references in provides planning assessment. 3.77 0.845 High
27. The content of the assessment instruments I use Standard Learning. 3.89 0.648 High
28. Before undertaking the assessment, I make sure the instruments in
3.83 0.708 High
accordance with the level intelligence of students.
29. Assessment instrument that I use according to a study constructs. 3.83 0.642 High
30. I use assessment methods range (observation, oral, and written) whether
4.09 0.643 High
formal or informal as appropriate.
31. I always evaluate the understanding of students in implementing its SBA. 3.88 0.640 High
32. I implement the guidance to the students who have not mastered the
3.89 0.751 High
standard of learning.
33. I prepare the student assessment reporting with formative and summative. 3.85 0.655 High
34. During the implementation of SBA I believe and confident the production of
3.72 0.807 High
good instruments will measure the performance of students.
35. I always inform the results of assessment to students and parents/guardians. 3.39 0.989 Medium
Average score 3.81 0.732 High

Table 4: Level of product

Item Mean SD Interpretation
36. I get along with the date and duration set by the MOE in implement SBA. 3.56 0.867 Medium
37. SBA can help improve student achievement. 3.30 0.918 Medium
38. SBA attract students to the contents of the lessons taught. 3.15 0.912 Medium
39. The implementation of the SBA to make students more responsible for their studies. 3.03 0.985 Medium
40. The implementation of the SBA reduces students absences. 2.66 0.873 Medium
41. SBA helps teachers in building a variety of new learning opportunities to students. 3.41 0.982 Medium
42. SBA helps teachers in increasing student assessment practices. 3.47 0.919 Medium
43. SBA helps teachers in developing teachers'professionalism. 3.50 1.013 Medium
44. SBA helps teachers and students willing to discuss problems of learning in an
3.11 0.917 Medium
atmosphere that is not stressed.
45. SBA improve implementation satisfaction, trust and confidence people to the school. 2.82 0.941 Medium
Average score 3.20 0.932 Medium

2. Pearson Correlation Analysis Results, in total there 0.167 ˃ 0.05]. Item 14 is [r =-0.122 *, p = 0.200 ˃
are 4 items that shows that there are significant 0.05]. Item 16 is [r =-0.137, p = 0.149 ˃ 0.05]. Item
relations and 11 items that show there is no 17 is [r =-0.135 *, p = 0.157 ˃ 0.05]. tem 18 is [r =-
significant relationship between the inputs in the 0.162 *, p = 0.088 ˃ 0.05]. Item 19 is [r =-0.061 *, p
implementation of the SBA with teachers teaching = 0.520 ˃ 0.05]. Item 21 is [r =-* 0.016, p = 0.867 ˃
experience. So it can be concluded that there is no 0.05]. Item 23 is [r =-0.046, p = 0.631 ˃ 0.05]. 25
significant relationship the input in the items is [r =-0.040 *, p = 0.673 ˃ 0.05]. Correlation
implementation of the SBA with teachers teaching for items 11, 12, 13, 14, 16, 17, 18, 19, 21, 23, and
experience. For item 15 results obtained from of 25 shows there is no significant relationship
analysis is [r = 0.126 *, p = 0.185 > 0.05]. Item 20 is between the inputs in the implementation of the
[r = 0.036 *, p = 0.710 > 0.05]. Item 22 is [r = 0.145 SBA with teachers teaching experience.
*, p = 0.128 > 0.05]. For 24 items in turn [r = 0.048 3. Pearson Correlation analysis result, in total there
*, p = 0.613 > 0.05]. Correlation for 15, 20, 22 and are 3 items that shows that there are significant
24 is positive at the level of very low. This shows relations and 7 items that show there is no
there is a significant relationship between the significant relationship between the processes of
inputs in the implementation of the SBA with the implementation of the SBA with teachers
teachers teaching experience. While for item 11 is teaching experience. So it can be concluded that
[r =-0.042 *, p = 0.661 ˃ 0.05]. Item 12 is [r =-0.092 there is no significant relations in the process of
*, p = 0.333 ˃ 0.05]. Item 13 is [r =-0.132 *, p = the implementation of the SBA with teachers

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teaching experience. For item 32 results obtained They agree that SBA has advantages such as SBA
from analysis is [r = 0.016 * p = 0.865 > 0.05]. Item with the nation's aspirations to produce world-class
33 is [r = Peter *, p = 0.240 ˃ 0.05]. Item 35 is [r = human capital, giving freedom and autonomy to
0.070, p = 0.463 ˃ 0.05]. Correlation for items 32, teachers of science to evaluate and assessing pupils
33 and 35 is positive at low levels. This shows according to the readiness and ability of pupils as
there is a significant relationship between the teachers learn more about students, save costs
processes of the implementation of the SBA with because there is no need to print the examination
teachers teaching experience. While for 26 items is questions and SBA. SBA is also in line with the
[r =-0.091 *, p = 0.338 ˃ 0.05]. Item 27 is [r =-0.16, philosophy of science education in Malaysia to foster
p = 0.864 ˃ 0.05]. 28 item is [r =-0.005 *, p = 0.959 a culture of science and technology with a focus on
˃ 0.05]. 29 items is [r =-0.059 *, p = 0.538 ˃ 0.05]. individual development of a competitive, dynamic,
Item 30 is [r = 0.000, p = 0.997 ˃ 0.05]. Item 31 is agile and resilient and able to master the knowledge
[r =-0.086 *, p = 0.366 ˃ 0.05]. Item 34 is [r =- of science and high technology.
0.003, p = 0.973 ˃ 0.05]. Correlation of item 26, 27,
28, 29, 30, 31 and 34 show that there is a Table 6: The respondent's profile
significant relationship between the processes of Teaching
Teacher Sex Race Age
the implementation of the SBA teachers teaching experience
experience. A Female Indian 40 year 17 years
4. Pearson Correlation analysis results, in total there B Female Chinese 25 year 3 year
C Male Indian 27 year 5 year
are 2 items that shows that there are significant
D Female Malay 45 year 20 year
relations and 8 items that show there is no
E Male Malay 37 year 14 year
significant relationship between the products of
the implementation of the SBA with teaching
(b) What are the weaknesses or lack of
experience teachers. It can be concluded that there
implementation of SBA in the subjects of science?
is no significant relations in the product of the
Based on interviews with all five of the
implementation of the SBA with teachers teaching
respondents, they in agreement states among the
experience. For 37 results obtained from analysis
main drawback SBA is still many teachers who do
is [r = 0.012 *, p = 0.900 > 0.05]. Item 42 is [r =
not know about the implementation of SBA as a
0.041 *, p = 0.671 > 0.05]. Correlation for items 37
whole. Liquidity information related to SBA is not
and 42 is positive at low level. This shows there is
going well. This resulted in teachers being unjust in
a significant relationship between the product
giving an assessment to each student; in addition,
dimensions in the implementation of the SBA with
the time constraints because the pursuit of
teachers teaching experience. While for item 36 is
measurement science cause teachers hard to
[r = 0.229 *, p = 0.015 ˃ 0.05]. Item 38 is [r =-
implement.
0.019, p = 0.318 ˃ 0.05]. Item 39 is [r =-0.097 *, p
(c) What suggestions for improvement in the
= 0.310 ˃ 0.05]. Item 40 is [r =-0.035 *, p = 0.712 ˃
implementation of the SBA?
0.05]. Item 41 is [r =-0.013, p = 0.893 ˃ 0.05]. Item
Respondents suggest some methods to improve
43 is [r =-0.000 *, p = 1,000 ˃ 0.05]. Item 44 is [r =
the implementation of the SBA. Among the most
0.064-*, p = 0.501 ˃ 0.05]. Item 45 is [r =-0.027, p =
important the MOE to provide committed in
0.779 ˃ 0.05]. Correlation for items 36, 38, 39, 40,
furtherance of the SBA so there is quality assurance.
41, 43, 44 and 45 shows there is no significant
The parties are advised always to ensure the
relationship between the products of the
liquidity of information related to SBA get directly to
implementation of the SBA with teachers teaching
the teacher. There needs to be training, courses,
experience.
monitoring, and ongoing support either in terms of
planning and implementation process.
In conclusion, the findings indicate that there is
In conclusion, the results of analyses successfully
no significant relationship between context, input,
answered all questions of the study that is; on the
process and products in the implementation of the
whole the level of dimensional context, input and the
SBA with teachers teaching experience. This proves
product is simple, while the dimensions of the
that the hypothesis of this study is accepted.
process are high. The hypothesis of this study is also
Research Question 3: To identify the advantages,
received in which pearson correlation analysis
weaknesses, challenges and recommendations in
shows that there is no significant relations the
realizing the SBA science teacher.
dimension of context, input, process and products in
The findings of research question 3 via the
the implementation of the SBA with teaching
interview. Table 6 shows the profile of the
experience teachers. Based on analysis of interviews
respondents.
with five respondents found they agree that SBA has
(a) What are the benefits of the implementation
advantages such as SBA with the nation's
of the SBA in science?
aspirations to produce world-class human capital,
Based on analysis of interviews with the five
give freedom and autonomy to teachers of science to
respondents can be deduced that SBA has its
evaluate and assessing pupils according to the
benefits. This is evident when all five of the
readiness and ability of pupils as teachers learn
respondents gave a positive answer to the
more about students, save costs because there is no
implementation of the SBA in the subjects of science.
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either in terms of planning and implementation Kouritzin SG and Vizard C (1999). Feedback on
process. feedback: Preservice ESL teachers respond to
What is most important is that all teachers evaluation practices. TESL Canada journal, 17(1):
involved in this study were very committed and have 16-39.
taken a positive approach to this latest policy on
Mahamod Z, Embi MA and Yusoff NMRN (2010).
assessment. This study found that for these science
Pentaksiran Berasaskan Sekolah: Panduan untuk
teachers, the benefits that outweighed problems
Guru Bahasa Melayu, Inggeris dan Arab. Penerbit
were that the implementation of SBA helps to
Fakulti Pendidikan, UKM, Bangi, Malaysia.
develop positive attitudes, encourages personal
progress, enhances collaborative skills and promotes Norazilawati A, Nik ANY, Rosnidar M (2012).
creative teaching and learning activities. Pelaksanaan Pendekatan Konstruktivisme Dalam
Mata Pelajaran Sains. Universiti Pendidikan
9. Conclusion Sultan Idris. Jurnal Pendidikan Sains and
Matematik Malaysia, 2(1):78-91.
In conclusion, although this study shows that the
Stufflebeam DL (1971). The use of experimental
level of context, inputs and products SBA is still
design in educational evaluation. Journal of
moderate, however the process is high. This shows
Educational Measurement, 8(4): 267-274.
that the implementation of the SBA can still be
established or improved. In view of the School-Based Stufflebeam DL (2002). CIPP evaluation checklist. A
Assessment (SBA) is a form of assessment of future tool for applying the fifth installment of the CIPP
education is also a heartfelt goodbye to the model to assess long-term enterprises. Retrieved
orientation of the examinations have been inviting 11 July 2014, Available online at:
criticism upon another. A paradigm shift is http://www.wmich.edu/evalctr/checklists/cippc
happening and this is in line with the orders of hecklist.htm
Sayidina Umar Al-Khatab who pointed out that the
Stufflebeam DL (2003). The CIPP model for
design of the children's education is required based
evaluation. Proceeding. In the Annual Conference
on the needs of their future.
of the Oregon Program Evaluators Network
(OPEN), Portland, Oregon, USA.
Acknowledgment
Stufflebeam DL and Shinkfield AJ (2007). Evaluation.
Sultan Idris Education University Research Grant. Theory, Models and Applications. Jossey-Bass,
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