Evaluation of The Implementation of Classroom Assessment (PBD) Among Primary School Mathematics Teachers

Abstract

Pentaksiran Bilik Darjah (PBD) or Classroom Assessment was introduced to ensure a holistic assessment is established towards the pupils and not focusing solely on examination. This research is carried out to evaluate the implementation of PBD among Mathematics teachers in some primary schools in Gombak District, Selangor. This research consists of two research objectives. The CIPP Evaluation Model is used as the research framework which consists of context evaluation, input, process and product. The research sample are from 114 primary school Mathematics teachers from Gombak District and they were chosen based on a purposive sample from eight primary schools involved. The interview used was adapted from past researchers which comprises five constructs with value of Alpha Cronbach 0.929. The quantitative data analysis which is reported by using descriptive analysis shown that all the components of the CIPP Evaluation Model displayed high values; for cascading and mastering the PBD for Mathematics teachers (min=4.23, SP=0.600), PBD readiness of Mathematics teachers (min=4.28, SP=0.502), PBD planning and implementation of Mathematics teachers (min=4.17, SP=0.527), PBD acceptance of Mathematics teachers (min=4.11, SP=0.565) and PBD constraints of Mathematics teachers (min= 4.30, SP= 0.621). Overall, the result of the study indicates that the evaluation of the implementation of PBD among Mathematics teachers is at a high level. There are five suggestions proposed by the researcher so as to fulfill the goals of the implementation of PBD by Mathematics teachers at schools. Among the implications of the study is to some extent has contributed a collection of studies related to assessment based on research findings that can provide enlightenment and follow -up action to improve the existing PBD system and become one of the more accurate information for policy makers' evaluation.