TY - JOUR AU - Swaran Singh, Charanjit Kaur AU - Lebar, Othman AU - Kepol, Napisah AU - Abdul Rahman, Rafiah AU - Muhammad Mukhtar, Kurotol Aini PY - 2017/06/28 Y2 - 2024/03/29 TI - AN OBSERVATION OF CLASSROOM ASSESSMENT PRACTICES AMONG LECTURERS IN SELECTED MALAYSIAN HIGHER LEARNING INSTITUTIONS JF - Malaysian Journal of Learning and Instruction JA - MJLI VL - 14 IS - 1 SE - Articles DO - 10.32890/mjli2017.14.1.2 UR - https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.1.2 SP - 23-61 AB - <div><strong>Purpose</strong>&nbsp;– The study was aimed at exploring and analysing the&nbsp;current assessment practices of lecturers in selected Malaysian higher&nbsp;learning institution classrooms. The focus was the different modes&nbsp;of assessment used in the classroom and to make recommendations&nbsp;on using a variety of assessment modes that would be well-aligned&nbsp;with the intended learning outcomes.</div><div><br><strong>Methodology</strong>&nbsp;– A qualitative approach using the descriptive case&nbsp;study design was employed in developing the study. Subjects of&nbsp;the study were selected based on a voluntary basis and 15 lecturers&nbsp;teaching in eight programmes from two higher learning institutions&nbsp;participated in the study. Classroom observation was the main&nbsp;method of data collection, while data analysis employed thematic&nbsp;analysis. Each lecturer was observed twice. Three instruments were&nbsp;used in data collection, namely: pre-observation form, observation&nbsp;form and video recordings. The data was analysed through the opencoding&nbsp;process. The notes in the observation forms were compiled&nbsp;and reviewed to identify themes.</div><div>&nbsp;</div><div><strong>Findings</strong>&nbsp;– The findings revealed that the current assessment&nbsp;practices of the lecturers included several modes of assessment,&nbsp;with oral questioning and peer assessment modes being used more&nbsp;frequently than others. The feedback modes employed were also&nbsp;varied with giving comments and correcting student answers or&nbsp;errors as the most common modes. The results provided evidence&nbsp;that besides teacher assessment, peer assessment was found to&nbsp;be another form of assessment favoured by the lecturers during&nbsp;the teaching and learning process. It was used to assess student&nbsp;presentations, to correct peer errors, and to give feedback.</div><div><br><strong>Significance</strong>&nbsp;– The findings were used to guide decisions on the&nbsp;need for assessment training for lecturers, educators and curriculum&nbsp;developers regarding the types of assessment modes for incorporation&nbsp;in teaching and learning, and also the need for assessment training&nbsp;that would provide lecturers with the knowledge and confidence to&nbsp;use a variety of assessment modes.</div><p>&nbsp;</p> ER -