The Impact of Classroom-Based Assessment (CBA) Implementation on the Performance of B40 Pre-School and Primary School Students

• Published in: International Journal of Learning, Teaching and Educational Research Teaching and Educational Research, 2024-07, Vol.23 (7), p.435-460
• Main Authors: Lokman, Hairul Faiezi, Abdullah, Norazilawati, Mustafa, Mazlina Che, Hanapi, Mazarul Hasan Mohamad, Sembak, Saniah, Baskaran, Vijaya Letchumy
• Format: Article
• Language: English
• ISSN: 1694-2493; 1694-2116
• DOI: 10.26803/ijlter.23.7.22

Classroom-Based Assessment (PBD) is applied in the education system in Malaysia. It substitutes the public examination system at the primary school level and gives prominence to summative and formative assessment holistically. This case study was conducted to identify the effectiveness and challenges of PBD implementation on the development of students, specifically the B40 group of pre-school and primary school students. To obtain research data, an in-depth interview instrument was conducted on 13 study participants from a quota sample. Interview findings were analyzed to form themes and were confirmed by experts through the Cohen Kappa index of 0.803. Findings regarding the effectiveness of PBD showed that PBD is a holistic assessment for B40 students, especially students who are weak in learning, as it encompasses a comprehensive learning and continuous assessment. PBD is also beneficial for B40 students as they are given the opportunity to achieve the desired mastery level; thus, the gap between B40 students and non-B40 students can be minimized. In addition, this study also highlighted the achievement of B40 students through their mastery of subjects at school. Challenges in the implementation of PBD for B40 preschool and primary school students encompass three aspects, namely challenges in knowledge, achievement and implementation. In terms challenges in knowledge, parents are seen to be oblivious regarding PBD. Challenges in achievement exist when students do not sufficiently master the subjects and unmindful of PBD implementation of. Finally, challenges in implementation, which refers to strenuous individual assessment due to the large number of students. Furthermore, attendance of B40 students is a major challenge in the implementation of PBD. In addition, another challenge in implementation is the need and financial, and parental support. This study explores towards critical discussion and understanding to improve the learning system and further realize the benefits in the implementation of PBD, especially for B40 preschool and primary school students.