Authentic Assessment Practices of Geography Teachers in the Online Education
Main Article Content
Keywords
authentic assessment, geography teacher, knowledge, practice, skills
Abstract
This study aimed to determine the professional duty of Malaysian geography teachers to integrate authentic assessment into the teaching and learning process. Questionnaires were distributed online to 379 geography teachers at the secondary school level by a simple online snowball distribution method. Descriptive and ANOVA analyses were used to address each research question. The study's findings revealed that most teachers continued to assess their students using conventional methods. However, online assessment methods were also used in a small percentage of cases. Each variable possessed high knowledge, skills, and professional responsibility practice. Analysis of the relationship between the study variables and teachers' work experience indicated significant differences. In conclusion, the knowledge, skills, and professional responsibility practices associated with authentic assessment implementation were high during the teaching and learning process, and certain online assessment types were under-utilised. The study suggests that the Malaysian Ministry of Education should develop strategies and provide training to enhance the utilisation of various online assessment platforms.
References
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Razmawaty, M., & Othman, A. (2021). Pentaksiran keupayaan berfikir aras tinggi (KBAT) dalam kalangan guru-guru Geografi. [Higher-order thinking skills (HOTS) assessment among Geography teachers]. Geografia OnlineTM Malaysian Journal of Society and Space, 17(3), 108-121.
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Ahmed, H.N., Pasha, A.R. & Malik, M. (2021). The role of teacher training programs in optimizing teacher motivation and professional development skills. Bulletin of Education and Research, 43(2), 17-37. https://files.eric.ed.gov/fulltext/EJ1338294.pdf
Al-Hudawi, S.H.V., Mohammed, B.M., & Rosy, L.S.F. (2014). Malaysian national philosophy of education scale: PCA and CFA approaches. Asian Social Science, 10(18), 163-176. http://dx.doi.org/10.5539/ass.v10n18p163
Alkharusi, H.A., & Al-Hosni, S. (2021). Perceptions of classroom assessment tasks: An interplay of gender, subject area, and grade level. Cypriot Journal of Educational Sciences, 10(3), 205-217. https://doi.org/10.18844/cjes.v1i1.66
Alsuraihi, A.A. (2022). The effect of implementing mind maps for online learning and assessment on student during COVID-19 pandemic: A cross-sectional study. Alsuraihi BMC Medical Education, 22(169), 1-16. https://doi.org/10.1186/s12909-022-03211-2
Arilselvi, E. (2017). Mind maps in classroom teaching and learning. The Excellence in Education Journal, 6(2), 50-66. https://eric.ed.gov/?id=EJ1210135
Aziyati, I., & Irdayanti, M.N. (2022). Trends and patterns of needs assessments in technical and vocational education: A thematic review. International Journal of Evaluation and Research in Education (IJERE), 11(1), 88-98. DOI: 10.11591/ijere.v11i1.21940
Azmi, N.A., Rasalli, R.I.Z., & Aniah, N. (Eds.). (2018). Penggunaan aplikasi Kahoot dalam pembelajaran modul teori di Kolej Komuniti Ledang Johor. The use of Kahoot applications in the learning of theory modules at Ledang Community College Johor]. International Conference on Education, Islamic Studies & Social Sciences Research (ICEISR 2018). http://www.kklej.edu.my/v3/files/inovasi_penyelidikan/Penggunaan_Apps_Kahoot_Pembelajaran_Teori.pdf
Best, J.W. (1977). Research in education. Englewood Cliffs: Prentice Hall.
Casillas, A., Kyllonen, P. C., & Way, J. D. (2019). Preparing students for the future work: A formative assessment approach. New York: Taylor & Francis.
Chew, S. (2023). The Types Of Knowledge Needed For Effective Teaching. Samford University: Birmingham, Alabama.
Christoforidou, M., Kyriakides, L., Antoniou, P. & Creemers, B. (2014). Searching for stages of teacher's skills in assessment. Studies in Educational Evaluation, 40, 1-11. https://doi.org/10.1016/j.stueduc.2013.11.006
Coristine, S., Russo, S., Fitzmorries, R., Beninato, P., & Rivolta, G. (2022). The importance of student-teacher relationships. Classroom Practice in 2022. https://ecampusontario.pressbooks.pub/educ5202/chapter/the-importance-ofstudent-teacher-relationships/
Drossel, K.,B., Eickelmann, and R. SchulzZander. (2017). Determinants of teachers' collaborative use of information and communications technology for teaching and learning: A European p[erspective European Educational Research, 16(6). 781-799. https://doi.org/10.1177/1474904116655811.
Eickelmann, B., and K. Drossel. 2020. "Lehrer Innenbildung Und Digitalisierung-Konzepte Und Entwicklungsperspektiven" [Teacher education and digitization - concepts and development perspectives]. In Bewegungen [Movements], edited by I. van Ackeren, H. Bremer, F. Kessl, H. C. Koller, N. Pfaff, C. Rotter, D. Klein, and U. Salaschek, 349-362. 1st. Beiträge Zum 26. Kongress Der Deutschen Gesellschaft Für Erziehungswissenschaft. Verlag Barbara Budrich. https://doi.org/10.2307/j. ctv10h9fjc.28
Fakhri, A. K., & Mohd Isha, A. (2016). Isu kesediaan guru dalam amalan melaksanakan pentaksiran berasaskan sekolah. [Teacher Readiness Issues in Implementing School-based Assessment]. EDUCANTUM, 2, 1-7. http://103.5.180.210/rep/Record/oai:ir.upsi.edu.my:2279
Gedera, D. (2023). A holistic approach to authentic assessment. Asian Journal of Assessment in Teaching and Learning. 13(2), 23-34. https://doi.org/10.37134/ajatel.vol13.2.3.2023
Guevarra, J. X. L., Bendicio, M. K. T., Aleroza, J.J., & Ilao, A.T. (2024). Assessment skills of pre-service teachers: Basis for the development of an assessment skills development guide. International Research Journal of Education and Technology, 6(7), 21-31. Retrieved from https://www.irjweb.com/ASSESSMENT%20SKILLS%20OF%20PRE-SERVICE%20TEACHERSBASIS.pdf
Hamidah, M., Siti, S. M., Fazilah, R., Norzila, G., & Asnul, D. M. (2023). Exploring the need of teaching module for enhancing higher-order thinking skills. Open Access Journal, 12(2), 1376–1390. DOI:10.6007/IJARPED/v12-i2/17342
Hanifah, M., Chang, P.L., Nasir, N., Mohmadisa, H., & Yazid, S. (2017). Pencapaian Pelajar dalam mata pelajaran Geografi sekolah menengah di Sabah - Analisis awal. [Student Achievement in Geography subjects in secondary schools in Sabah - A preliminary analysis]. Sains Humanika, 9(2), 1–7. http://dx.doi.org/10.11113/sh.v9n2.1039
Hanifah, M., Nasir, N., Yazid, S., Mohmadisa, H., & Saiyidatina Balkhis, N. (2021). Kompetensi profesionalisme guru Geografi di Malaysia. [Professionalism competencies of geography teachers in Malaysia]. GEOGRAFIA OnlineTM Malaysian Journal of Society and Space, 7(3), 107–122. https://doi.org/10.17576/geo-2021-1703-08
Hanifah, M., Saiyidatina Balkhis, N., Mohmadisa, H., Yazid, S., Nasir, N., Nurul Hidayah. L. A., Nur Hidayah, B., & Nurakma, J. (2021). Determining the effectiveness of pre-university student’s online learning in Geography subject using relative importance index. Pegem Journal of Education and Instruction, 11(4), 160–168. http://dx.doi.org/10.47750/pegegog.11.04.15
Hassan, M. A. A., & Musa, K. (2019). Amalan profesionalisme guru sekolah rendah di semenanjung. [Professionalism practices of primary school teachers in the peninsula]. Asia Pacific Conference on Educational Management and Leadership (APCEMaL2019). Retrieved from https://www.researchgate.net/publication/337656863
Hidayat, D. (2021). The use of google classroom to teach English for college students. Inovish Journal, 6(2), 144-156. https://doi.org/10.35314/inovish.v6i2.2241
Huang, Y. Z., Lazardes, R., & Richter, D. (2023). Teacher's adaptations to COVID-19: Perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT. European Journal of Teacher Education, 1-26. https://doi.org/10.1080/02619768.2023.2288554
Jasmine, J., Lee, Y.L., & Mok, S.J. (2024). A systematic review of pedagogical content knowledge for teaching nature of science. Asian Journal of University Education (AJUE), 20(1), 138-151. https://doi.org/10.24191/ajue.v20i1.25738
Jin, R. X., Narayanan, G., Majid, S., & Lin, C. H. (2024). Exploring the application of mind map to enhance students' creative thinking. International Journal of Service Management and Sustainability (IJSMSust), 9(2), 109-129. DOI:10.24191/ijsms.v9i2.24210
Juliana, O. (2016). Penilaian kesediaan pelajar PISMP Institut Pendidikan Guru untuk melaksanakan pentaksiran berasaskan sekolah. [An evaluation of the teacher education institute students; readiness to implement school-based assessment]. (Publication No. -) [Doctoral dissertation, Universiti Pendidikan Sultan Idris]. Retrieved from https://ir.upsi.edu.my/detailsg.php?det=3022
Kementerian Pendidikan Malaysia. (2020). Surat siaran garis panduan pelaksanaan Pengajaran dan Pembelajaran (PdP) semasa perintah kawalan pergerakan disebabkan penularan jangkitan Covid-19. [Publication of teaching and learning (PdP) implementation guidelines during the movement control order due to the spread of Covid-19 infection]. Retrieved from https://www.moe.gov.my/muat-turun/pekeliling-dan-garis-panduan/surat-siaran/3361-surat-siaran-kpm-bilangan-3-tahun-2020-garis-panduan-pelaksanaan-pengajaran-dan-pembelajaran-pdp-semasa-pkp-disebabkan-penularan-jangkitan-covid-19/file
Khalid, J., Zurida, I., Shuki, O., & Ahmad Tajuddin, O. (2009). Pengaruh jenis latihan guru dan pengalaman mengajar terhadap efikasi guru sekolah menengah. [The influence of teacher training and teaching experience on secondary school teacher efficacy]. Jurnal Pendidikan Malaysia, 34(2), 3–14. Retrieved from http://journalarticle.ukm.my/220/
Khalima, S., Elekenovna, A. M., Rysbayeva, G., Tasbolat, B., Abildaeva, R., & Shynar, B. (2022). The development of teacher evaluation activities in updated educational contexts. Cypriot Journal of Educational Sciences, 17(3), 812–827. https://doi.org/10.18844/cjes.v17i3.6951
Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308
Leong, W.S. (2015). Teachers' assessment literacies and practices: Developing a professional competency and learning framework. Advances in Scholarship of Teaching and Learning, 2(2), 1-20. Retrieved from https://www.researchgate.net/publication/281336968_TEACHERS’_ASSESSMENT_LITERACIES_AND_PRACTICES_DEVELOPING_A_PROFESSIONAL_COMPETENCY_AND_LEARNING_FRAMEWORK
Lovorn, M. (2017). Thinking historically, acting locally: Training teachers in historiographical analysis of local monuments. In Multidisciplinary Academic Conference.
Malaysian Education Ministry. (2019). Malaysia Education Blueprint 2013-2025. Malaysian Education Ministry.
Martin, B. A. (2021). Teachers' perceptions of Google Classroom: Revealing urgency of teacher professional learning. Canadian Journal of Learning and Technology, 47(1), 1-16. https://doi.org/10.21432/cjlt27873
Masfarizan, M., & Mohammed Yusoff, M.N. (2020). Kebolehlaksanaan pentaksiran bilik darjah (PBD) secara atas talian sepanjang Perintah Kawalan Pergerakan (PKP) di Daerah Sentul, Kuala Lumpur. [Feasibility of online classroom assessment (PBD) during the Movement Control Order (MCO) in Sentul District, Kuala Lumpur]. Prosiding Seminar Nasional FIP 2020. Retrieved from https://www.studocu.com/my/document/universiti-pendidikan-sultan-idris/projek-penyelidikan/clasroom-base-assessment-article/17882515
Nordin, M., & Ismail, S. (2014). Penilaian keupayaan berfikir aras tinggi dalam kalangan pelajar. [Evaluation of higher-order thinking skills among students]. Jurnal Pendidikan Malaysia, 39(1), 45-54.
Nur Fauzianah, S. (2020). Penilaian dalam talian: Implikasi kepada pelaksanaan pembelajaran abad ke-21. [Online evaluation: Implications for implementing 21st-century learning]. Jurnal Teknologi Pendidikan Malaysia, 10(3), 21-30.
Nurhidayah, B. (2020). Platform pendidikan semasa pandemik COVID-19: Satu kajian kes. [Educational platforms during the COVID-19 pandemic: A case study]. Journal of Learning Platforms, 4(2), 13-27.
Oo, T. M., Hlaing, N. T., & Win, M. M. (2021). Authentic assessment in online learning: A study on the use of rubrics for grading. International Journal of e-Learning & Distance Education, 36(1), 50-65.
Razmawaty, M., & Othman, A. (2021). Pentaksiran keupayaan berfikir aras tinggi (KBAT) dalam kalangan guru-guru Geografi. [Higher-order thinking skills (HOTS) assessment among Geography teachers]. Geografia OnlineTM Malaysian Journal of Society and Space, 17(3), 108-121.
Royce, D., Richards, R., & Thorne, M. (2021). Professional responsibility in education: Developing 21st-century skills. Educational Review Journal, 45(2), 95-110.
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Published
Dec 23, 2024
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How to Cite
Mahat, H., Saleh, Y., Mohamadisa, M., Nayan, N., Bakri, M. R., & Kurniawan, E. (2024). Authentic Assessment Practices of Geography Teachers in the Online Education. AsTEN Journal of Teacher Education, 8. https://doi.org/10.56278/asten.v8i.2769
Section
Section 1: Research Articles and Research Briefs
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