Social Science Research November 2022

Teachers Endeavor to Improve Learning Assessment

Lee Bih Ni, Nur Anis Zulaikha Binti Maspah,

Nurin Munira Binti Tamari, Nursanisah Binti Nurdin

Faculty of Psychology and Education

University of Malaysia Sabah

Abstract
This paper discusses the implementation of alternative assessments to enable
teachers to monitor student learning progress, conduct assessments and improve the
quality of their students' learning during the COVID-19 pandemic. There is a need for
teachers to incorporate alternative assessment methods in Teaching and Learning so
that teachers can effectively assess student abilities. The definition of alternative
assessment refers to various activities other than examinations to assess mastery
and track student learning progress. This assessment is in line with the 21st Century
Learning method based on the elements of collaboration, creativity, communication,
critical thinking and values. Alternative assessment in line with the implementation of
Classroom Assessment (PBD) focuses on the holistic development and development
of students.

Keywords: Authentic assessment, Classroom Assessment (CBD), collaboration,

creative

Introduction
Malaysia is facing a third wave of the COVID-19 epidemic starting in October 2021
after the Malaysian Ministry of Health (MOH) confirmed that Malaysia was hit by the
wave after the country recorded three new cases. Accordingly, the national
education system is once again affected following the analysis of positive case data,
close contact and quarantine among students, teachers and school members is
increasing. Therefore, schools across the country were forced to close for the second
time. The Malaysian Ministry of Education (KPM) took several early initiatives. First,
MoE distributes circulars, broadcast letters, notification letters and related MoE
guidelines. Second, the Ministry of Education and Culture prepares a Teaching and
Learning Manual at Home (PdPR). This initiative coincides with the Malaysian
Education Development Plan (PPPM) 2013-2025 which stipulates that every student
must have access to education to achieve their potential for future life. Therefore,
students are entitled to the opportunity to follow education even if they cannot
attend school. Accordingly, the national education system needs to establish a new
mechanism in the PdPR evaluation method when schools are forced to close when
the third wave of the COVID-19 epidemic hits the country. Teachers not only need to
plan and implement quality learning and teaching (PdP) through home learning, but
also need to explore and plan alternative assessments to replace face-to-face written
exams and tests. This is so that formative and summative assessments can continue
to be implemented for students. Coinciding with that, alternative assessment can
ensure the continuity of quality learning throughout students through home learning
(Abdul Halim and Zuraini, 2021).

Creatively Assessing Students

Therefore, teachers who implement PdPR during the COVID-19 pandemic can
replace conventional assessment methods with alternative assessments. Alternative
assessment can be divided into three approaches namely cognitive, performance and

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portfolio assessment. Cognitive assessment focuses on measuring higher level

thinking skills (HTL), students' mastery, attitudes and communication skills.
Performance assessment is defined as a method that requires students to
demonstrate their ability to use student work directly in a specific activity.
Performance assessment focuses on the student's ability to apply knowledge, skills
and judgment in realistic and ambiguous contexts.

Performance evaluation criteria focus on complex learning and problem-solving skills.

Students who show seriousness in completing assignments need several steps and
time. Portfolio assessment is defined as a method of producing student work in the
form of a process and finally obtaining a product. Even teachers now have the option
to produce portfolios electronically. Teachers can choose an alternative assessment
that can be adapted based on the PdPR method. Among the learning assessment
alternatives that can be implemented online are online quizzes, e-games
(gamification) and question and answer activities during online classes. Online
quizzes use the same concepts as conventional quizzes during face-to-face learning.
The difference is the implementation of the quiz using online media. The form of the
quiz can be conducted as a subjective test or an objective test. Subjective tests are
tests for students to demonstrate their work in problem-solving questions. Several
educational technologies can be applied by teachers such as Spreadsheet, Geogebra,
Graphing Tools, Computer Algebra Systems (CAS), Dynamic Geometry Software
(DGS) and Applets.

In addition, objective tests can be conducted in four forms. First, the true-false form
of the test. A true-false test contains a statement that must be determined to be
true. Second, a multiple-choice test is a test that requires an answer to be selected
from the given answer options. Third, the matching test that is a statement must be
matched with the appropriate answer choice. Fourth, the test fills in the blanks.
Questions in the form of incomplete sentences. The correct answer must be chosen
to fill in the blanks to complete the given sentence. Among the online applications
that can be applied for is Quizizz online quiz. Online quizzes and e-games using the
Quizizz platform can be used by teachers because these learning applications are
seen as easy to use and teachers can apply them for assessment. At the same time,
properly designed computer games can play a useful role in helping students learn
from home. In addition, problem solving and problem articulation are important
cognitive activities in PdP in the classroom. Teachers can conduct online question
and answer activities by doing activities to express problems among students.

The approach of expressing problems and solving problems in learning can produce
a better understanding of the topic and the learning process. Therefore, the activity
of expressing problems can provide a positive attitude towards a lesson concept. An
alternative assessment for offline learning is learning using modules. Teachers can
download complete lesson module materials on the Official Portal of the Curriculum
Development Division (BPK) through its official website. There are also teachers who
take the initiative to build their own modules in hardcopy form. This module contains
activities related to specific topics. Students are advised to use their own experience
to complete the assignment. This learning module is distributed to students based on
the Daily Lesson Plan (RPH) set. Assessment in the module can measure student
mastery. Students have to submit the results of the assignment to be checked or
evaluated by hand or through the medium of Whatsapp or Telegram.

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Based on KPM, alternative assessment as online and offline learning is self-

assessment. Self-assessment consists of students commenting on their own work or
performance using a self-assessment sheet. Self-assessment can also be carried out
through peers known as peer assessment. Peer assessment is assessed using a peer
assessment instrument. Teachers can also ask students to build concept maps and
score their own work with reference to certain criteria. Self and peer assessment can
improve students' self-regulation and achievement. Peer assessment can be an
alternative assessment method that works as a formative assessment. An alternative
assessment of online learning is an online exam or test using Google Classroom and
an electronic portfolio. Teachers can also conduct project-based learning. There are
seven project-based learning implementation guides based on the Teaching and
Learning Manual at Home.

First, the teacher gives the students a title. Second, the teacher guides the students
to identify the method of completing the given project. Third, the teacher guides
students to identify the materials, equipment and costs required. Fourth, the teacher
determines the time frame to complete the project. Fifth, the teacher guides the
students to complete the project. Sixth, students present the results of the project.
Seventh, students reflect on the project production process. This alternative
assessment proposal is expected to be an option for teachers to improve existing
assessment instruments and further improve the effectiveness of the implementation
of PdPR conducted during the COVID-19 pandemic. Quality assessment can
contribute to the formation of quality and skilled students from all aspects and
increase the effectiveness of PdP conducted. In order to achieve that desire,
teachers and students need to cooperate in making PdPR a success. At the same
time, parents or guardians, schools, District Education Officers, the State Department
of Education and the Ministry of Education need to play their respective roles in
helping to ensure that PdPR and assessments carried out during the COVID-19
outbreak run smoothly (Abdul Halim and Zuraini, 2021 ).

Different Intelligence Levels Increase Learning Motivation

Previously, every time a new term arrived, the average student wondered if they
would move to a new class? Will it go down or up? Class change is a sign of student
achievement for the previous academic year. This is due to the education system in
Malaysia practicing class segregation based on the academic level of students. In the
beginning, this class segregation system was created to create competition among
students so that they work hard in their studies. However, the extent to which it
achieves its goals, let alone at the primary school level, is doubtful. In addition, there
is a tendency among students and parents to place exams as very important to the
point of neglecting the fundamentals of developing the elements of thinking,
personality and leadership. Although good exam results are important and should be
worked for by students, but associating them with the level of intelligence and
excellence is not the right step.

Since 2017, the Malaysian Ministry of Education (KPM) began to examine this
practice and in 2019 it was abolished. The cancellation was based on the need to
encourage all students with mixed levels of academic proficiency to help each other
while also empowering classroom assessment (PBD). Even if there is a class
transition it is no longer focused on academic achievement alone. On the other hand,
in one class there are students of different levels.

Advantages of class segregation

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1. If you look back, the basis of the implementation of the class separation system
according to academic mastery or the term used 'streaming' has been practiced for
more than 60 years in the education system. It is based on the clear goal of creating
competition among students to be in the first class. This allows students to compete
with each other and anyone can get into the best class if they work hard.

2. When students are at a certain level of achievement, it makes it easier for the
teacher to teach. For example, weak students can be grouped together to develop
learning through programs such as Literacy and Numeracy (LINUS), 3M
Rehabilitation Program (PROTIM) and drill programs by the school. On the other
hand, when PBD is fully implemented, the implementation of this method is no
longer a priority.

3. Pupils will feel more enthusiastic to go to class because there is no feeling of

discrimination. They have the opportunity to learn with their peers better if the right
learning techniques are emphasized

Lack of class segregation

1. Teachers need to work harder because the aspect of self-development, the value
of motivation among students varies, not to mention if students come from the final
class and experience discipline problems due to the lack of focus given by the school.

2. Pupils also need to work hard and have high motivation to compete with other
friends who are much smarter. If a student lacks self-confidence or is not
encouraged or supported by parents or teachers, he may continue to fall behind.

Therefore, without class segregation, how do students learn?

1. Peer learning - It means students act to teach peers. The study shows the
potential effectiveness of peer learning as one method of increasing the interest and
performance of low-achieving students.

2. Change the teaching approach - in this case the teacher has to play a role to
ensure that the students feel valued, there is no pressure and they are able to learn
in a fun atmosphere. Accordingly, teachers are also expected to be able to
communicate with students in addition to using feedback from students and other
parties to evaluate and improve teaching patterns. This helps in creating the
effectiveness of the teaching and learning process.

3. Teachers can educate students by dividing them into several groups by providing
tasks to solve problems or asking students to write and discuss content on a specific
topic. Encourage students to provide insight in class through multiple-choice
questions based on important lesson content. A learning-oriented approach based on
simple levels, then progressing to more detailed levels.

This active learning technique does not replace traditional teaching approaches. On
the other hand, to improve the approach to create diversity and change based on
the level of ability in students.

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4. Learning support (buddy support) - student performance that changes from time
to time becomes a constraint to the implementation of various academic levels in the
same class. The implementation of 'buddy support' or peer support needs to be
established through students who are capable and excel in academics to guide
weaker friends. The diversity of learning cultures will also influence each other. For
example, a culture of diligent reading, revising, always asking questions, daring to
appear in front of the class and answer questions (Mohd Syaubari, 2022).

Intensive Training to Implement PBS

The abolition of Form Three Assessment (PT3) is a bold move by the Ministry of
Education (KPM) because within two years, the ministry abolished two major
examinations. This process can be classified as a national education effort that shifts
from an exam-oriented learning culture to a more holistic assessment of students'
talents and skills. Similar action was also taken by Indonesia through the abolition of
the national examination (PBB) which was replaced by a new assessment system to
guarantee a more holistic assessment of students including extracurricular
achievements. Singapore is different, which eliminated mid-year exams for all
primary and secondary schools by next year. Flexibility is given to schools to make a
gradual transition to the new curriculum. Basically, this action can change the culture
of thinking from exam-oriented learning to more comprehensive, dynamic and
holistic learning, in line with the National Education Philosophy (FPK). Because of
that, the implementation of School Based Assessment (PBS) is more holistic and
comprehensive as it includes Classroom Assessment (PBD), Physical Activity, Sports
and Co-curricular Assessment (PAJSK) and Psychometric Assessment (PPsi).

The diversity of students' potential, talents and abilities will be celebrated, for
example individuals with high creativity can be honed to participate in innovation
competitions, while students who are good at creating works can be highlighted for
art competitions. The focus of learning at school will also change from learning the
format of answering questions and exam preparation to the appreciation of the
learning content itself. The culture of memorizing textbooks and answers can be
abandoned. Although PT3 has been abolished, the evaluation system is still running,
but with more diverse and flexible evaluation methods. However, despite the
advantages of PBS, some things need to be improved to ensure that its objectives
can be achieved. First, strengthening PBS management training for teachers. The
decision on the implementation of PBS and the abolition of PT3 is scheduled for this
September, the notification period is too short and causes teachers to not be able to
prepare sufficiently to change the learning plan.

Teachers also have to do clerical tasks that disturb the teacher's concentration. The
MoE needs to take the issue of teacher workload seriously and provide teacher
assistants for PBS assessment for large classes and support staff for tasks other than
teaching, while the online score management system needs to be improved. It is
even sadder, when teachers are urged to complete learning steps, in addition to
implementing various forms of assessment for students. Time limit is one of the main
constraints of teachers in carrying out creative and innovative activities. Compared to
Hong Kong and Finland which also run PBS, the country gives teachers the freedom
to determine their own curriculum in accordance with the assessment carried out.
Malaysia is not yet ready to give complete freedom, but the learning steps need to
be revised by the Ministry of Education and Culture to be more in line with PBS
assessment requirements (Muhammad Danial, 2022).

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Community understanding, especially parents, about PBS also needs to be

strengthened. As the main stakeholders of the national education system, their
support and assistance is important in ensuring the smooth implementation of PBS.
Therefore, PBS if implemented correctly, can prepare students to face an uncertain
future through a more holistic assessment and not tied to an answer scheme with
students able to be more creative, innovative, and understand their own capabilities.

Conclusion
An alternative to online learning and offline assessment based on KPM is self-
assessment. Self-assessment involves students commenting on their own work or
performance using a self-assessment form. Self-assessment can also be done by
peers, known as peer assessment. Peer assessment is assessed using a peer
assessment tool. Teachers can also ask students to create concept maps, and refer
to certain criteria to evaluate their own work. Self and peer assessment can improve
self-regulation and student achievement. Peer assessment can be used as an
alternative assessment method to formative assessment. An alternative assessment
for online learning is an online exam or test using Google Classroom and ePortfolio.
Teachers can also engage in project-based learning. There are seven implementation
guides for project-based learning based on the Homeschooling Handbook. More
intensive PBS assessment training needs to be carried out by the Ministry of
Education, the State Education Department (JPN) and the District Education Office
(PPD) in the near future to provide teachers with sufficient mastery, knowledge and
skills. Failure to provide this training causes teachers to be unprepared and not
confident to apply PBS in teaching training, instead remaining with current teaching
practices that are more comfortable than switching to new elements. The workload
of teachers also needs to be taken into account because they are responsible for
almost 40 students in one class when the number is too many, thus affecting the
effectiveness of PBS implementation because the assessment process is individual,
compared to bulk assessment.

References:
Abdul Halim Abdullah and Zuraini Marion. (2021). Teachers Need to Be Creative in
Assessing Students in New Norms. Skudai: Faculty of Social Sciences and
Humanities, Universiti Teknologi Malaysia (UTM).

Mohd Syaubari Othman. (2022). Different Intelligence Levels Increase Learning

Motivation. Tanjung Malim: Sultan Idris University of Education.

Muhammad Danial Mohamed Farook. (2022). Reduce Teacher's Workload, Give

Intensive Training to Implement Pbs. Kuala Lumpur: Universiti Teknologi MARA
(UiTM).