TITLE:
Classroom Assessment Practices
AUTHORS:
Abu Bakar Mohd Sheikh, Mohd Noh Abd Manap
KEYWORDS:
Classroom Assessment, Classroom Assessment Practices, Aspects of Assessment, Testing, Measurement, and Evaluation
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.3,
March
22,
2024
ABSTRACT: This
research on the phenomenon of classroom assessment practices in secondary
school education. There are issues of lack of clear guidance and lack of
awareness. Therefore, this study aims to explain how teachers practice in classroom assessment among secondary school teachers. It used a Fundamental
Research type Explanatory Research to collect data from 30 study participants.
It uses interview, observation, and document content analysis techniques.
Furthermore, it analyses data using an inductive with N Vivo Version 11 computer software. The findings found that teachers mostly use teacher-centered strategies. Moreover, most teachers practice conventional
approaches. Then, the teacher uses the methods of the project, try to succeed,
peer, practical, group, collaborative, class, and individual. Additionally,
most teachers use quiz techniques, question and answers, training, open-ended
questions, and closed questions. Finally, some teachers are using the reward
trend and fostering a sense of responsibility among students. It has implications for the
quality of assessment, students, and the body of knowledge of the education
science, namely the aspects of assessment, testing, measurement, and evaluation.