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“Assessment for Learning” Practices Amongst the Primary School English Language Teachers: A Mixed Methods Approach

Mazidah Mohamed, Mohd Sallehhudin Abd Aziz and Kemboja Ismail

Pertanika Journal of Social Science and Humanities, Volume 29, Issue 3, September 2021

DOI: https://doi.org/10.47836/pjssh.29.3.21

Keywords: Assessment for learning, assessment in pedagogy, audit instrument, English language teachers, formative assessment, mixed methods, primary school

Published on: 27 September 2021

This study aimed to investigate the practices of the AfL strategies and the stages of assessment in pedagogy by English language teachers in primary schools. In Phase I: the Quantitative Strand, the Assessment for Learning Audit Instrument (AfLAi) was distributed to a total of 89 primary schools in the Hulu Langat district. The AfLAi results determined the cut-off points and the divergent categories to be further investigated in Phase II: Qualitative Strand. The 244 respondents were clustered into two subset participants of four higher and four lower scorers in the AfLAi who were investigated via a semi-structured interview and/or observation. The results from the AfLAi cum the cut-off points were Mean=3.7 on QCD (SD=0.74), sharing LOSC (SD=0.79) and FB (SD=0.77), and mean=3.3 on PSA (SD=0.87). From Phase I, 15 divergent categories were selected. Phase II findings on the 115 recurring categories were divided into three profiles: the higher scorers (29 categories), the lower scorers (26 categories) and the consensus (60 categories). Consequently, the 15 divergent categories were explained in a joint display to observe the similarities and the differences of practised amongst the higher and the lower scorers in the AfLAi. The joint display affirmed that 11 categories were practiced similarly. The four differences were on the “Availability of LOs”, “Questioning strategies”, “Compliment with FB”, and “Pupils’ progress report/self-assess”. It indicated that regardless of their scores, the participants had contributed some practical approaches to the study framework, which were beneficial beyond disciplines and classroom situations.

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ISSN 0128-7702

e-ISSN 2231-8534

Article ID

JSSH-8172-2021

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