KAJIAN MENILAI PENJAJARAN KEFAHAMAN DAN AMALAN PENTAKSIRAN SEKOLAH DI DAERAH KINTA PERAK

This study aimed to identify the alignment of understanding and school assessment practices among teachers, administrators and teachers’ understanding of school assessment also identifies the alignment of understanding of school assessment between administrators and teachers. The study was carried out using quantitative and qualitative descriptive study. Population of this study were teachers in North Kinta district of Perak. The sample consisted of 164 teachers who taught Form 1 and 2 from 11 secondary schools in the district of North Kinta, Perak. Quantitative data were obtained from 164 respondents who answered Three of the eleven schools randomly selected in a study in a collection ofqualitative data using Focus Group Discussion (Focus Group Discussion / FGD ) method. Interviews were carried out on three groups of administrators and three groups of teachers separately. Total number of 19 administrators consist of principals, assistant principals and teachers of all the heads of department. 29 Form 1 and 2 teachers were selected for the interview. TheCronbach alpha PEKDAPS questionnaire obtained through pilot study is 0.86. Interview protocol was in the form of semi-structured questions based on four main constructs of expectation understanding of the school's assessment of content focus , articulation across age and grade, transparency and fairness also pedagogy implications. Data were analyzed using quantitative and qualitative methods . Quantitative data were analyzed using SPSS 17.0 + and interview data were analyzed using the method of Theme Categorization. The results showed that teachers' performance in PEKDAPS based on the mean value were less than 3 which is means that not occur perfect alignment between the understanding and school assessment practices. Summary from the analysis of interviewsshowed that overall administrators understanding of the school's assessment did not meet the determined expectations of the understanding of school assessment. Summary analysis of interviews with groups of teachers showed only a small aspects of understanding of school assessments were fully meet the determined expectations the understanding of school assessment. Analysis showed confusion occur regarding the assessment among teachers and administrators. The implications of the study is that teachers and administrators need to fully understand the important of alignment among components of assessment, learning objectives and teaching and learning strategies to achieve quality assessment process. The administrators’ understanding of school assessment would allow them to serve as a model in the implementation of an efficient school assessment.

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