Assessment for Learning Practices and Competency among Malaysian University Lecturers: A National Study

Autor/inn/en	Ahmad, Tunku Badariah Tunku; Zubairi, Ainol Madziah; Ibrahim, Mohd Burhan; Othman, Joharry; Rahman, Nik Suryani Abd; Rahman, Zainurin Abd; Nordin, Mohamad Sahari; Nor, Zainab Mohd
Titel	Assessment for Learning Practices and Competency among Malaysian University Lecturers: A National Study
Quelle	In: Practitioner Research in Higher Education, 8 (2014) 1, S.14-31 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Foreign Countries; College Faculty; Educational Practices; Educational Assessment; Student Evaluation; Teacher Competencies; Academic Standards; Evaluation Criteria; Likert Scales; Measures (Individuals); Componential Analysis; Feedback (Response); Evaluation Methods; Grading; Ethics; Correlation; Scores; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Bildungspraxis; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Lehrkunst; Likert-Skala; Messdaten; Notengebung; Ethik; Korrelation
Abstract	This paper reports the findings of a national study involving 534 lecturers from 33 higher learning institutions in Malaysia to find out their self-reported practices and perceived competencies in assessment for learning. Data were collected using a 24-item assessment practice inventory drawn from five of the six standards stipulated in an established US developed assessment competency framework for teachers. Principal Component Analysis (PCA) and descriptive statistics were used to analyse lecturers' reported practices and competencies. The PCA procedures extracted four underlying dimensions of AfL practice among the lecturers that corresponded to four of the five standards used. Further descriptive analysis produced a rank order of the four AfL dimensions in terms of practice and competency. Lecturers reported to quite frequently practise "communicating results and feedback to students" and "using diverse AfL methods." They also perceived to be more competent in these two aspects than in AfL compliant grading practices and recognising unethical uses of assessment information. The findings produced adequate empirical support for instructional interventions and training to be provided at the national level to upgrade lecturers' current competencies in assessment and support their adoption of AfL. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01