An analysis of the improvement requirements for school-based formative assessment modules in Geography subjects

Hanifah Mahat, Mariam Nor Aisyah Md Azam, Yazid Saleh, Nasir Nayan, Siti Rahaimah Ali, Nur Hamid

Abstract


The educational transformation initiated in 2010 emphasizes holistic student assessment covering cognitive (intellectual), affective (emotional and spiritual) and psychomotor (physical) aspects in line with the National Philosophy of Education. School-based assessment (SBA) is not a new concept but rather an improvement to the existing National Education Assessment System (NEAS), with a greater focus on non-examination aspects. Through this system, academic assessments of students are continuously conducted using both formative and summative concepts, referring to standard reference assessment models.  This study aims to assess the need to develop the illuminative model formative assessment module (PERFORM-i) for the topic of population and settlements in Malaysia in Form 1 geography. PERFORM-i is a formative assessment module focusing on task-based assessment, assessment in learning and assessment for learning. The study is conducted in three phases. The first phase involves building the assessment module based on mastery learning theory. The second phase involves developing assessment activities for the population and settlements topic in Form 1 geography. The third phase involves a survey to assess experts' views on the need for the PERFORM-i module in teaching and learning in the classroom. The results of this needs assessment are crucial to ensure that the development and evaluation of the PERFORM-i module positively impact implementation of SBA.

 

Keywords: Assessment module, classroom, formative, illuminative module, school-based assessment, teaching geography


Keywords


Assessment module, classroom, formative, illuminative module, school-based assessment, teaching geography

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References


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