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Appendix

Table 1: Selected SBA studies conducted in Malaysia, 20032017

Author

Sample (teachers)

Method

Promotes inclusive pedagogy

Promotes learner achievement

1 Mansor et al., 2003

Three, in-depth Qualitative

Yes Yes Yes No Yes Yes

Yes Yes Yes No No Yes

2 Ghazali, 2017

776

Quantitative Quantitative Qualitative Quantitative

3 Veloo et al., 2016

49 40

4 Majid, 2011

5 Fook & Sidhu, 2006 49 6 Abdullah et al., 2016 112

Mixed methods

Selected references

Johnson, M., & Burdett, N. (2008). School- based assessment in international practice. Educational Researcher, 18(9), 27-32. Yates, A., & Johnston, M. (2018). The impact of school-based assessment for qualifications on teachers’ conceptions of assessment. Assessment in Education: Principles, Policy & Practice, 25(6), 638-654. Clark, I. (2012). Formative Assessment: A Systematic and Artistic Process of Instruction for Supporting School and Lifelong Learning. Canadian Journal of Education, 35(2).

Abdullah, N., Wahab, N. A., Noh, N. M., Abdullah, E. M., & Ahmad, A. (2016). The evaluation and effectiveness of school-based assessment among science teachers in Malaysia using CIPP Model. International Journal of Advanced and Applied Sciences, 3(11), 1-7. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. Fook, C. Y., & Sidhu, G. K. (2006). School-based assessment among ESL teachers in Malaysian secondary schools. Jurnal Pendidikan USM.

MAKOYA NEWSLETTER September 2020

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