An Evaluation of the Implementation of the School-Based Assessment as Perceived by the English Language Teachers in Sarawak

Hugh John Yik Kuan, Leong (2024) An Evaluation of the Implementation of the School-Based Assessment as Perceived by the English Language Teachers in Sarawak. PhD thesis, University Malaysia Sarawak.

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Abstract

Given the pivotal role of assessments in shaping educational outcomes in Malaysia, the implementation of School-Based Assessment (SBA) particularly in East Malaysia, is of interest, due to a dearth of research on this topic in this geographical context. This study aimed to evaluate the implementation of the SBA system as perceived by the English language teachers in Sarawak employing the Stake's (1967) countenance model. The study focused on evaluating the antecedents (pre-existing conditions), transactions (processes), and outcomes of the SBA system. The study adopted a mixed-methods design. Initially, a quantitative survey using a questionnaire developed from current literature was administered to a sample of 60 teachers across all 30 secondary schools in Kuching and Samarahan districts in Sarawak, with each school represented by two English teachers. This was complemented by semi-structured qualitative interviews involving 14 teachers from 14 different schools from both districts, who volunteered to provide deeper insights into their experiences with the implementation of the SBA. The quantitative data were statistically analysed using descriptive and correlational analysis while the interviews were transcribed, coded and thematically analysed to capture the teacher’s experiences and viewpoints. The findings of the study revealed the following insights: Antecedents highlighted teachers' initial reservations about the SBA, mainly due to insufficient training during the early stages of its introduction and the lack of clarity in instructions from the Ministry of Education (MoE). In terms of transactions, subsequent centralised training sessions for the SBA were positively received and considered comprehensive. Yet, these sessions stood in contrast to in-house training, which was often seen as rushed and less effective. In terms of outcomes, teachers observed notable transformations in how students approached learning English. Instead of solely relying on memorisation, students engaged more actively in the classroom,diminishing the reliance on traditional exams—a trend that aligns with broader educational research advocating for consistent classroom assessments. Additionally, SBA's formative feedback was identified as a pivotal tool for advancing student learning. While many teachers perceived the SBA as a means to alleviate assessment-related stress, some expressed concerns over potential biases and the intensity of regular informal assessments, thus underscoring the need for a balanced approach that ensures both authentic assessments and students’ well-being. This study offers a generally optimistic view of SBA's potential in enhancing English education in Sarawak, Malaysia but it also underscores the importance of thoughtful implementation, recommendations for robust teacher training, and a sustained commitment to iterative refinement, seen through the evaluative lens of antecedents, transactions, and outcomes.

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