TOWARD ASSESSMENT LEADERSHIP
Maimunah Husien1 Rozita Abdullah2 Fakhri Abdul Khalil3
1Institut Aminuddin Baki Northern Branch, Malaysia ([email protected])
2Institut Aminuddin Baki Northern Branch, Malaysia ([email protected])
3Institut Aminuddin Baki Northern Branch, Malaysia ([email protected])
__________________________________________________________________
Abstract: Malaysia as many other countries in the world is undergoing educational assessment reform as the focus now is more on classroom assessment rather than centralised examination. The revoking of the Primary School Evaluation Test (Ujian Penilaian Sekolah Rendah, UPSR) as announced by the Ministry of Education Malaysia in April 2021 is greatly affecting school leaders in terms of their accountability toward student learning. The school based assessment must therefore be empowered, and the competencies of headmasters (or principals) as school instructional leaders should as well be updated. Factors of school leadership that are needed to enable effective school based assessment, specifically classroom assessment will be investigated in this study. The synthesized model of Leadership for Learning by Hallinger and the Learning Centred Leadership Framework by Murphy, Elliott, Goldring and Porter are the theoretical frameworks underlying the study. Combining these frameworks resulted the main variables that moderate school leaders' behaviour in dealing with school level processes and activities. These leadership factors will be examined for their influence on the implementation of classroom assessment in Malaysia. The level of classroom assessment implementation will be measured using an instrument developed based on Stufflebeam’s CIPP, but is limited to the process and product components of the model. The result of this study will provide some support for the effectiveness of the classroom assessment implementation at school and also for the theoretical model that is proposed. The determinant factors of school leadership that affect classroom assessment to be identified in the study will be used in conceptualizing assessment leadership programmes for school leaders in Malaysia.
Keywords: asssessment leadership, classroom assessment, instructional leadership,CIPP
Abstrak: Malaysia seperti banyak negara lain di dunia sedang menjalani reformasi pentaksiran pendidikan kerana fokus sekarang lebih kepada pentaksiran bilik darjah dan bukan lagi kepada peperiksaan berpusat. Pemansuhan Ujian Penilaian Sekolah Rendah (UPSR) seperti yang diumumkan oleh Kementerian Pendidikan Malaysia pada bulan April 2021 sangat mempengaruhi pemimpin sekolah dari segi pertanggungjawaban terhadap pembelajaran murid. Oleh itu, pentaksiran berasaskan sekolah mesti diperkasakan, dan kecekapan guru besar (atau pengetua) sebagai pemimpin instruksional harus diperbaharui. Faktor kepimpinan yang diperlukan untuk membolehkan pentaksiran berasaskan sekolah yang berkesan, khususnya pentaksiran bilik darjah akan dikaji dalam kajian ini.
Model kepimpinan untuk Pembelajaran oleh Hallinger dan Kerangka Kepimpinan Berpusatkan Pembelajaran oleh Murphy, Elliott, Goldring dan Porter adalah kerangka teori yang mendasari kajian ini. Gabungan kerangka ini menghasilkan pembolehubah-pembolehubah utama yang mempengaruhi tingkah laku pemimpin sekolah dalam menangani proses dan aktiviti di peringkat sekolah. Faktor kepimpinan ini akan dikaji untuk melihat pengaruh kepimpinan terhadap pelaksanaan pentaksiran bilik darjah di Malaysia. Tahap pelaksanaan pentaksiran bilik darjah akan diukur menggunakan instrumen yang dibina menggunakan model CIPP oleh stufflebeam, namun terbatas pada komponen Proses dan Produk shaja. Hasil kajian ini akan memberi sokongan kepada keberkesanan pelaksanaan pentaksiran bilik darjah di sekolah dan juga menyumbang kepada ilmu watan dalam bidang yang dikaji. Faktor
penentu kepimpinan sekolah terhadap pelaksanaan pentaksiran bilik darjah yang akan dikenal pasti dalam kajian ini akan digunakan dalam mengkonsepsi program kepimpinan pentaksiran untuk pemimpin sekolah di Malaysia.
Kata kunci: kepimpinan pentaksiran, pentaksiran bilik darjah, kepimpinan instruksional, CIPP __________________________________________________________________________________________
1. Introduction
In its quest to achieve world-class education, Malaysia has faced many great challenges.
Coupled with VUCA's global greed for education, it has a huge impact on the country's education performance. Statistics reported by UNESCO found that more than 168 million children worldwide have been affected as a result of school closures throughout 2020.
Temporary school closures have affected the implementation of teaching and learning as well as assessment and evaluation. Two immediate actions taken by the Ministry of Education Malaysia (MOE) when the COVID-19 pandemic entered its second year were to abolish the Primary School Assessment Test (UPSR) and postpone the Form 3 Assessment (PT3). This action is bound to have a huge impact on school leaders as the responsibility to ensure proper students assessments are now entirely on their shoulders.
Assessment is important in monitoring the progress of students' learning. In general, assessment helps to provide important information on the outcome of educational (Center for Curriculum Development, 1997). Assessment is part of the curriculum that involves the process of teaching and learning, selection, accountability, rehabilitation, diagnostics, guidance, and determination of educational development needs (MOE, 2012). For teachers, assessment provides information on the effectiveness of pedagogy and curriculum materials that have been used in a learning session. Classroom assessments that are part of School-Based Assessment (SBA) are very much in line with this purpose.
Importance and Purpose
School leaders have an important role to play in ensuring the quality of the assessment conducted in schools. Past studies conducted in Malaysia indicated that there is much more room for improvement especially involving teachers who implement school-based assessment (Jamaliah, 2013). As instructional leaders, motivators and mentors, school leaders need to prepare themselves to make improvements to the existing systems. Efforts towards having more school leaders who are capable of making school assessment a success must be mobilized immediately. The factors needed to be a good assessment leader need to be identified. For that purpose, a study of leadership determinants on the implementation of school assessment will be conducted.
Assessment Leadership Concept Framework
Two leadership models namely the Leadership Model for Learning by Hallinger (2011), and the Learning-Centered Leadership Framework by Murphy, Elliott, Goldring and Porter (2006) were used as the basis for this study. The Leadership Model for Learning as shown in Figure 1 was formed as a result of the synthesis of the findings from previous studies. According to Hallinger (2011) this model states that school leaders do not have a direct influence on student learning, yet the impact of leaders is more on the internal processes and conditions of the school
which will then affect students. Assessment is an example of a intended internal process and school leaders are required to strengthen it. Two factors stated in this model that influence leader’s behavior in enhancing school internal processes and conditions are beliefs and values, as well as knowledge and experience. This model also states that in addition to leadership factors, the culture of the community and the institutional system are also affecting the students.
Figure 1: Leadership Framework for Learning, Hallinger, 2011
The Learning-Centered Leadership Model (Murphy et al., 2006), has many similarities to the Hallinger model. According to this model (Figure 2), leadership behavior is largely shaped by four main things, namely a leader's previous experience, existing basic knowledge built over time, personal characteristics both internal and external, and the set of values and beliefs brought from childhood. Like Hallinger’s model, leadership behaviors influence the school context as well as learning in the classroom, which in turn impacts student achievement.
Figure 2: Learning-Centered Leadership Framework, Murphy et al., 2006
In addition to the four factors that have been obtained from the model by Hallinger (2011) and the model by Murphy et al. (2006), another factor is included into this proposal namely the
assessment skills of a school leader. This is because according to Chappuis, Stiggin, Arter and Chappuis (2005), highly qualified school leaders should have 10 assessment-related competencies summarized as follows:
1. Understanding of the principles of assessment
2. Understanding of the need to have clear academic goals
3. Has knowledge and can evaluate assessments performed by teachers 4. Can plan, present and implement teacher development in assessment 5. Able to analyze assessment information
6. Able to develop policies related to assessment
7. Create appropriate conditions to utilize student achievement information and be able to communicate student assessment results to stakeholders
8. Understand the quality standards of assessment
9. Understand the nature of good and balanced assessment
10. Understand issues related to the unethical use of student assessment information
This Assessment Leadership Competency Framework by Chappuis et al., (2005) is targeted to classroom assessment which coincides with the focus of this study.
Assessment Knowledge
Assessment knowledge is defined as the competencies for an assessment literate person. A study conducted by Morris (2017) showed that respondents who scored high in assessment literacy tests were more involved in school assessment practices. The assessment knowledge in question belongs to four groups namely (1) recognizing ethical practices, (2) developing valid scoring practices (3) using assessment findings to make decisions and (d) communicating assessment results. Although there are districts that strive to improve the leaders’ and teacher’s knowledge on assessment, it is still secondary as compared to other competencies such as instructional delivery models and resources as well as standards (Morris, 2017).
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The leader who acts as an assessment leader needs to have a clear knowledge of various types of assessments, and have the latest ideas in assessment such as performance appraisals, folio assessments and authentic assessments. Assessment leaders should understand the difference between assessment for learning and assessment of learning that is often practiced by teachers in the classroom (Morris, 2017; Noonan & Renihan, 2006). This understanding will help assessment leaders motivate teachers to implement better classroom assessment and guide them to improve teaching and learning.
Another important element that leaders need to master in order to guide school teachers is their in-depth knowledge related to assessment. Leaders do not only give instructions but need to have the expertise in implementing the classroom assessment himself, especially classroom assessment. This is because leaders will lead teachers towards classroom assessment activities, in line with the country's educational transformation goals. From a psychological point of view, according to Fishbein and Ajzen (1975), an individual's belief will influence his attitude towards the subject of concerned. In-depth knowledge of assessment for example will make assessment leaders more confident in implementing, planning and leading teachers to implement assessment.
To ensure high quality of assessments, leaders must have knowledge related to the principles of reliability, validity and fairness (Morris, 2017). Quality assurance will ensure that the assessment scores given by teachers are valid and have high reliability and can be trusted.
To do so assessment leaders need to be clear on how the classroom assessment process is conducted, the appropriate assessment methods to be used for student activities or assignments, and also the selection of instruments appropriate for the assessment. In-depth knowledge of classroom assessment enables assessment leaders to solve problems that arise in the effort to integrate assessment with teaching and learning.
School leaders need to be aware that teachers always consider them as role models and reference points in solving all problems in school, including the problem of assessment. The school leaders need to ensure that classroom assessment process is implemented effectively (Ghazali, 2017), regardless of various problems faced by teachers that could cause poor quality assessment. Among the obstacles faced by teachers are the large number of students in a class (50 students per class), lack of support for classroom support, resources, broad curriculum requirements and biased in teacher assessment (Hashim, Arifin & Hashim, 2014)
Assessment Skills
The skills and mastery on classroom assessment information among assessment leaders are crucial in its implementation. Shepard (2000), argues that leaders with skills related to the implementation of classroom assessment contribute directly to successful assessment at central level. Assessment leaders need to be skilled in planning and organizing strategies to ensure the smoothness of classroom assessment and its effectiveness on student mastery in their learning.
Assessment leaders need to be constantly sensitive to any prospect that could lead a lack of integrity in the classroom assessment process. Assessment leaders will always act as leaders, motivators and mentors, especially during the quality assurance process and for that purpose sufficient skill is necessary.
The ten competencies put forward by Chappuis et al. (2005) contain the knowledge and skills required by leaders. As for the skills in particular, aspects to focus on are; ability to evaluate assessments performed by teacher; can plan, present and implement teacher development in the field of assessment; can analyze assessment information, can develop assessment -related policies, can create appropriate conditions in utilizing student achievement information and can communicate student assessment results to stakeholders.
According to Noonan and Renihan (2006), among the specific skills needed by school leaders are skills in engaging teachers to actively participate in reflective dialogue on classroom assessment, measuring teacher assessment literacy, building action plans based on student data at school level, arguing about the value of alternative assessment practices, identifying the level of classroom assessment practices and also promoting discussions related to assessment practices and beliefs. School leaders need to have assessment skills because they are always referred to by teachers especially during the process of building assignments for student assessment activities. In addition, the teacher will ask for advice and guidance related to the rubric scheme based on the items/assignments developed.
In order to strengthen teachers in assessment skills, assessment leaders should encourage them to frequently organize collaborative sessions related to classroom assessment.
Findings of some studies indicated the importance of leaders monitoring and guidance skills toward teachers to ensure quality assessment (Che Noraini et al., 2013; Che Aleha, 2015;
Fakhri, 2019). If teachers are not monitored and guided well, there will be a situation where teachers only perform assessment in schools just to the follow instructions given by the administration (Barley, 2013; Che Noraini et.al., 2013; Rahim, 2013; Nor Hasnida, 2016).
Accordingly, in the effort to transform the country's education, leaders need to have extensive skills and experience to strengthen the implementation of classroom assessment and ensure the success of the National Education Assessment System, SPPK (Che Aleha, 2015).
Leaders need to be constantly aware of the latest changes in information related to classroom assessment. They should constantly improve their skills through training, reading and collaboration with relevant parties so that they could aquired enough skill to mobilize their teachers for bettter classroom assessment practices (Rahim, 2013; Barley, 2013; Norsamsinar et al., 2014; Govinda & Narsamma. , 2016; Izci & Caliskan, 2017). School with highly skill leaders will motivate their teachers and hence ensure smoothness the classoom assessment implementation (Arsaythamby et al., 2015; Govinda & Narsamma, 2016). As a result, the overall quality of teachers classroom assessment will improve. The teachers who are not diligent towards the implementation of school-based assessment will affect the entire assessment system (Che Noraini et al., 2013; Adlina & Nurhidayah, 2013; Norazilawati et al., 2015).
MOE has been providing support for school leaders through guidance and mentoring to accelerate the quality of education, especially in the aspect of assessment leadership skills (MOE, 2015). MOE had also successfully established training platform to strenghten the skills needed by school assessment leaders to modify school assessment system to ensure the success of SPPK (2013-2015).
Beliefs and Values
Beliefs and values refer to attitudes that that assessment practices are an important component of school improvement efforts (Moris, 2017). An assessment leader with good knowledge and skills will show positive attitude towards assessment. Even self -confidence or self -confidence will increase in leading teachers to carry out assessments. If the opposite happens such an indifference of assessment leaders will result in planning to change the culture and mindset of teachers to lead them to classroom assessment reform unsuccessful (Fazly, 2013). Accordingly, the encouragement given will give confidence to teachers that student assessment data is the main source in decision making to determine the content of instruction.
Assessment leaders also need to be confident and believe that the classroom context and the student context are just as important as the learning content, when the assessing student learning outcomes (Morris, 2017). Accordingly, assessment leaders should provide encouragement and guidance to teachers to analyze various forms of classroom assessment data. Assessment leaders need to be aware and believe that they also need to play a role as instructional leaders at the same time as teaching, learning and assessment are interrelated processes.
If leaders attitude toward to the implementation of classroom assessment is the opposite, teachers will find reasons to reject the changes in assessment practices, rather comfortable with the existing situation. Increased in workload, time constraints to complete the syllabus and the absence of complete facilities to perform classroom assessments are among the reasons given by teaches for not embracing classroom assessment (Che Noraini et al., 2013). On the other hand, teachers that have clear clear belief and understanding of the classroom assessment implementation will implement it diligently.
In addition, there are also a handful of assessment leaders who ignore the latest information related to classroom assessment and do not provide adequate training to teachers.
They will often be blamed by the teacher. Furthermore, according to Jing and Rohani’s (2016), teachers were not given adequate information, and the training received was irrelevant to classroom assessment. Thus, classroom assessment practices are performed by reluctant teachers and they implement PBS only for the sake of fulfilling administrative instructions (Jing & Rohani 2016; Che Noraini et al., 2013).
From a psychological point of view, according to Fishbein and Ajzen (1975), an individual’s beliefs will influence his or her attitude on the subject. The leader is the first to practice the new changes before asking the teacher to change. The leaders should practice what they preach when dealing with classroom assessment as to gain support from their teachers for the purpose of improving assessment at the school level. This approach is in line with the efforts at ministry level to help school teachers to understand the idea of curriculum transformation and ongoing assessment methods.
School leaders conducting classroom assessment along with teachers are another positive attitudes that can help to improve the quality and effectiveness of the classroom assessments (Arter, Stiggins, Duke, & Sagor, 1993; Brewer, 1993). The presence of the principal or head teacher (PGB) will increase teachers’ trust and confidence as leader himself prioritize classroom assessment. The presence of leaders in schools is able to combine the ability to manage and understanding of classroom assessment while cultivating the school community to be involved in professional development effectively. The presence of leaders will make leaders better understand the accountability targets of school assessment, how teachers assess and monitor student progress or how they use the data obtained to tailor teaching.
Personal Characteristics
According to Murphy et al. (2006) personal characteristics also influence the behavior of school leaders in school governance. Personality is an overall picture of structured behavior that can predict what an individual will do externally and internally. As an assessment leader, the personality of a PGB symbolizes true personality traits that can influence the implementation of assessment in schools. Even the tendency of a PGB to behave towards something related to assessment can be interpreted through his personality. Thus, for this study, the personal values or personality of an assessment leader, is discussed through the Five Basic Personality Traits (The Big Personality Traits) to see its relationship with assessment leadership in schools that is classroom assessment.
i. Extraversion
Extroversion is a bipolar personality profile. Two dimensions are found in the Extroversion scale; Individuals with high scores on the Extroversion scale are Extrovert individuals (Ex), and individuals with low scores are Introvert individuals (Int). Extroverts are sociable individuals, are active, sociable, witty and quick to get along. Extroverted individuals also dislike academic matters and often do not care about the tasks in charge. These individuals are optimistic and sometimes aggressive. They have fluctuating emotions. An introvert is a quiet person who is always self-examining, prefers to stay away and is cautious in large groups.
Introvert individuals are always thinking about their future but are pessimistic. They value principles and ethics as well as value prices.
ii. Extraversion
Extroversion is a bipolar personality profile. However, a study by Harvard Business Review (2021) revealed that introvert leaders provide better results when dealing with proactive employees than extroverts. Since they don’t have the desire to get a lot of attention, introvert leaders are content to let proactive employees take notice. Nonetheless, Extrovert positive attitudes help relieve them from stress or bad experiences at work.
iii. Openness to experience
Openness is a trait that encompasses imagination and insight. Imagination is formed through the high curiosity and creativity. While an open view is obtained through a high desire to learn, learning from the experience of others that leads to a wide interest as well as having a courageous nature in decision making. As assessment leaders in schools, having this trait helps them to be creative especially when faced with the challenges of volatility, various uncertainty, complex and ambiguity. Leaders who are open-minded are high in job performance (O’Neill
& Xiao, 2009; Strang & Kuhnert, 2009) because of their ability to build strong relationships with teachers. The stronger these interpersonal relationships, the more engaged and committed teachers are to achieving goals and objectives (Zhang, Sun, Jiang, & Zhang, 2019). Therefore, assessment leaders need to have this characteristic in controlling classroom assessment in schools.
iv. Agreeableness
People with high agreement will show signs of trust, altruism, kindness, and compassion.
Having high presocial behavior causes them to help others. This attitude of helping others produces individuals who like to share ideas and are easy to work with. As an assessment leader, having this feature makes it easier to approach and gain the trust of teachers under his or her leadership. Teachers’ trust in PGB leadership can increase teachers’ loyalty and adherence to any planned changes in assessment and evaluation management. This is supported by the study of Judge et al., 2002; O'Neill and Xiao, 2009; Strang and Kuhnert, 2009 who associated agreement with good team performance, high job satisfaction and high job performance. However, in contrast Kong, Konczak and Bottom’s (2015) study found that when team agreement is low, team members have positive satisfaction related to team performance, whereas when team agreement is high, team member satisfaction is not significantly related to team performance. Therefore, as a leader it is necessary to ensure that this feature is applied in a particular environment to get the desired feedback. The agreement between the assessment
leader and the teacher in realizing effective classroom assessment in turn achieves the goal of becoming a student.
v. Neuroticism /Emotional stability
Neuroticism is a trait that describes drastic and irrational mental, emotional, or physical reactions. This is illustrated through traits such as anger, anxiety, self -awareness, irritability, emotional instability, and depression. In turn, people who experience these trauma, stress, and difficulties also tend to develop neurotic personality traits and behaviors in their work environment. As a result we see high levels of neuroticism, contributing to poor work performance due to emotional preoccupation, fatigue, and distractions. This is supported by the study of Shukla, Aggarwal, Adhikari and Singh, (2014) who found that employees possessing Neuroticism traits had an insignificant correlation with work engagement. Therefore, as an assessment leader, if he knows this trait is experienced by the teachers under his supervision, it is necessary to take appropriate action. This is to avoid its impact on school achievement in terms of pupils ’performance in summative or formative tests in general, or classroom assessments, in particular.
vi. Conscientiousness
Conscientiousness one of the characteristics in the 5 Big Personality that carries meaning and reflects the tendency to be responsible, organized, hard working, purpose -oriented, and adhere to norms and rules. Individuals who possess conscientiousness tend to be conscientious, like to follow social rules and norms resulted in them being successful and and being liked. This is because they often stick to what they are told to do and conform to the ‘mold’ given. Ultimately, the trait of conscientiousness produces human beings who are efficient, organized, careful, thorough, and focused (Walsh & Eggerth, 2005; Shukla, Aggarwal, Adhikari and Singh (2014) but vice versa for creativity (Jirásek & Sudzina, 2020). For school leaders it is therefore necessary to take into account teachers seriousness in implementing assessment in schools.
In summary, an assessment leader who knows and identifies the personality traits of the individual under his or her management, enables effective school-based assessment to be best implemented. Management, ie school leaders themselves, need to know the characteristics that need to be practiced as well as those that need to be avoided in maintaining excellent assessment.
Experience in Assessment
Another additional element in the Learning Leadership Framework (Murphy et al., 2006) is leaders’ experience. Experience refers to a form of knowledge or skill that can come from observation, from the experience of an event or from anything that happens in life, that can reasonable give benefit to the individual. According to Murphy a leader’s previous experience (e.g. experience as a curriculum coordinator in a district office may result in behaviors that are different from those who have considerable experience as assistant principals). Therefore, as an assessment leader it is important to ensure teachers to have learning experience required to perform tasks especially in the field of assessment.
Level of Implementation of Classroom Assessment
Past studies have shown that there are several methods used to determine the level of implementation of school-based assessment. Most of the studies related to school -based assessment (SBA) conducted in Malaysia focused on looking at the readiness and practice of teachers in implementing such assessment (Mohd Azril Abdul Majid et al., 2021; Fakhri Abdul Khalil 2017). Yet there are also researchers who have studied the effectiveness of school assessment from the system perspective (Nor Hasnida, 2016; Norazilawati, Norwaliza, Noraini
& Aslina (2016)). Findings of such studies enable school leaders to make important decisions related to student learning.
Worthern, Sanders and Fitzpatrick (1997) classify assessment into 6 groups namely objective -oriented, management -oriented, customer -oriented, expertise -oriented, ‘adversary’
oriented and participant -oriented. Management -oriented evaluation is beneficial to management because they are responsible for the planning, implementation and evaluation of a program. The Context, Input, Process and Output approach or CIPP by Stufflebeam is an example of management -oriented assessment that is widely used in education (Nor Hasnida, 2015; Rosilawati, 2017; Matthew & Hamidah, 2020). The CIPP approach helps facilitate evaluators to construct their own questions that will be used for the evaluation process.
Assessors can construct many questions depending on the assessment to be conducted. One of the advantages of CIPP is that the evaluator can ‘intervene’ the ongoing evaluation whenever needed, and allows not all components to be evaluated at one time and even the evaluation of only one component is allowed (Harrison, 1993).
In general, context assessment involves the goals of a program. The purpose is to determine whether the goals that have been set meet the original requirements of the program being evaluated. In addition, it also looks at whether human resources are suitable for the program. The assessment also identifies other assets and resources required in implementing the program in addition to identifying issues that may hinder the achievement of program goals.
Input Evaluation examines the resources and capabilities of the organization to implement the program. It looks at planning and strategies to achieve program goals. It includes budgeting, scheduling, implementation process design, resources including human resources. The purpose is to ensure that resources are appropriate and sufficient, and that implementation planning is given attention so that the program to be implemented is successful.
Process Evaluation conducted on an ongoing basis is used to look at the implementation of the program itself. Research is done on matters related to program activities, and the feedback that will be given includes how the program is conducted. Is the thing that should have been done going well, and is it according to plan. When used in assessing school quality, all teaching and learning processes are studied (Aziz, 2018). Product Evaluation looks at whether the program is producing good short -term or long -term results, In line with the goals of the program. Stufflebeam recommends that product evaluation be done on four components namely impact, effectiveness, sustainability and transferability. Product evaluation can be done during or after the program is run. Several approaches can be taken to see changes in behavior after a program is run.
Stufflebeam (2010) insists that the instruments used must be based on pre -determined criteria. Examples of commonly used criteria are quality, cost effectiveness, feasibility, safety, fairness, leadership and many more. For schools, Stufflebeam suggests that for the Context component, needs analysis and goal/objective setting are something to look at. The Input component looks in terms of a planning plan that includes human resources, procedures, support systems and so on. For the Process component, things such as program activities, program management and evaluation need to be emphasized, while for the Product component, what is more visible is achievement, effectiveness and satisfaction.
Based on the above description, for the purpose of this research, not all components will be evaluated. The Context and Input components will not be evaluated because most of the criteria for these two components are beyond the control of the schools’ leader. For examples the goals of classroom assessment and the study of the needs of classroom assessment are not made at the school level. The implementation of classroom assessment is a MOE policy that all schools must implement. Similarly, from the Input component, the implementation of classroom assessment in the classroom is a routine thing that teachers must do.
Based on the above description, for the purpose of this research, not all components will be evaluated. The Context and Input components will not be evaluated because most of the criteria for these two components are beyond the control of the leader. If the goals of classroom assessment and needs study are examined, teachers can refer to the classroom assessment handbook provided by the MOE or official documents related to classroom assessment when preparing daily lesson plans. Similarly, in terms of teachers who teach in schools (who must be conducting classroom assessments), teacher placement is from the MOE and the school only accepts those teachers. It is clear here that school leaders do not have enough control over these two components that most things have been provided by the MOE.
Process evaluation in this study looks at the implementation of classroom assessment in schools. The instrument constructed by Norazilawati et al. (2016) who used the CIPP approach were adapted for this study to provide an instrument that will be used to determine the level of implementation of PBS in schools from a process aspect. Process evaluation items include assessment practices such as teachers' conformity to matters related to validity when performing an assessment, assessment methods and also aspects of reporting.
As for the product component, school success is studied. The instrument of Norazilawati et al. (2016) again used which includes elements of student learning quality as well as the benefits of classroom assessment to teachers. The focus is not on grades, but on the skills, attitudes and knowledge acquired, learning and abilities achieved also on the satisfaction of parties such as parents towards the school (Aziz, 2018).
4.0 Knowledge Analysis and Synthesis
The leadership factors to be studied in relation to the level of classroom assessment implementation are based on a synthesis of the Leadership for Learning model (Hallinger, 2011), Learning-Centered Leadership Framework (Murphy et al., 2006) and also additional factors (assessment skills factors) from Assessment Competency Framework for Learning
(Chappuis et al., 2005). In summary the four main factors to be studied are assessment knowledge and experience, values and beliefs towards assessment, assessment skills and personality traits of leaders.
In this proposed study the level of implementation of classroom assessment was assessed using the CIPP Model pioneered by Daniel Stufflebeam. However only the Process and Product components will be evaluated in this study. The Context and Input components were not studied because based on the analysis that has been done, it was found that school leaders lack control over most of the things in those components. Classroom assessment is the policy of the MOE and as a result most of the elements in this Context and Input component have been made or provided by the MOE. Figure 3 shows the conceptual framework of the study to be conducted.
Figure 3 Conceptual Framework of the Study 5.0 Implications
The findings of this study will support school -based assessment and increase knowledge in the field of assessment. Modules related to assessment leadership will be developed as a result of the findings of this study. The module, which will be able to benefit school leaders from various levels, is expected to help improve the quality of national education assessment and in turn improve the overall well -being of students.
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