Abstract: This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public.
Abstract: This study aimed to identify the alignment of
understanding and assessment practices among secondary school
teachers. The study was carried out using quantitative descriptive
study. The sample consisted of 164 teachers who taught Form 1 and 2
from 11 secondary schools in the district of North Kinta, Perak,
Malaysia. Data were obtained from 164 respondents who answered
Expectation Alignment Understanding and Practices of School
Assessment (PEKDAPS) questionnaire. The data were analysed
using SPSS 17.0+. The Cronbach’s alpha value obtained through
PEKDAPS questionnaire pilot study was 0.86. The results showed
that teachers' performance in PEKDAPS based on the mean value
was less than 3, which means that perfect alignment does not occur
between the understanding and practices of school assessment. Two
major PEKDAPS sub-constructs of articulation across grade and age
and usability of the system were higher than the moderate alignment
of the understanding and practices of school assessment (Min=2.0).
The content focused of PEKDAPs sub-constructs which showed
lower than the moderate alignment of the understanding and practices
of school assessment (Min=2.0). Another two PEKDAPS subconstructs
of transparency and fairness and the pedagogical
implications showed moderate alignment (2.0). The implications of
the study is that teachers need to fully understand the importance of
alignment among components of assessment, learning and teaching
and learning objectives as strategies to achieve quality assessment
process.