ACCEPTANCE TOWARDS SCHOOL BASED ASSESSMENT AMONG AGRICULTURAL INTEGRATED LIVING SKILLS TEACHERS: CHALLENGES IN IMPLEMENTING A HOLISTIC ASSESSMENT

dc.creator	Abdullah Mat Rashid
dc.creator	Ab. Rahim Bakar
dc.creator	Ramlah Hamzah
dc.creator	Salmiah Jaba
dc.date	2013-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:51Z
dc.date.available	2015-07-20T22:12:51Z
dc.identifier	2229-8932
dc.identifier	https://doaj.org/article/d8e086a501ce416d8c5911a38f689de3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15572
dc.description	<p class="MsoNormal" style="margin-bottom: .0001pt; text-align: justify;"><em><span style="font-size: 10.0pt; font-family: "Times New Roman","serif";">This study aims at identifying the acceptance of teachers teaching Agricultural Integrated Living Skills (ILS) towards the School Based Assessment (SBA). Acceptance is associated with teachers’ beliefs, attitudes and willingness to implement the assessment and involves a change in educational values.  The quantitative approach was adapted from previous studies and contained 80 variables.  The response rate was 80.5% from 322 teachers of Agricultural ILS from secondary schools throughout the country.  Results showed that a majority of respondents were male teachers aged 42 years and younger and many had teaching experience in excess of 10 years.  A large percentage of the respondents (86.3%) had taken a course on SBA, 60.6% were non-option teachers in agriculture, and a large percentage (51.8%) taught the subject in more than one level.  The study revealed a moderate relationship between belief and practices (r = 0.391) while a weak relationship was found between attitude and teachers’ practices (r = 0.193) and between willingness and teachers’ practices (r = 0.132).  Heavy workload contributed to a moderate belief that subsequently led to a weak attitude and a low willingness to implement SBA.  The low level of belief, attitude and willingness clearly demonstrated that teachers’ acceptance toward holistic assessment was low.  Teachers were unable to accept SBA as a shift in educational assessment methods, let alone to replace the existing system of assessment. </span></em></p>
dc.language	English
dc.publisher	Universiti Tun Hussein Onn Malaysia
dc.relation	http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/692
dc.relation	https://doaj.org/toc/2229-8932
dc.rights	CC BY
dc.source	Journal of Technical Education and Training, Vol 5, Iss 1 (2013)
dc.subject	Holistic assessment
dc.subject	school based assessment
dc.subject	teacher acceptance
dc.subject	teacher practices
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	ACCEPTANCE TOWARDS SCHOOL BASED ASSESSMENT AMONG AGRICULTURAL INTEGRATED LIVING SKILLS TEACHERS: CHALLENGES IN IMPLEMENTING A HOLISTIC ASSESSMENT
dc.type	article