ABSTRACT: In the assessment of Mathematics, the policy makers have noticed that many students were quite able to learn the necessary formula and apply them to the limited range of textbook and test situation; but when faced with novel problem, they fell short and showed that they were far from having understood the relevant concepts and conceptual relations. Therefore, an effective assessment is needed to promote students’ mastery of Mathematical thinking through SBA (School-Based Assessment). SBA is a formative assessment which provide the students’ progress from one level to another level. Teachers can create a diagnostic measure to detect the students’ progress from time to time. This provides an opportunity for teachers to correct any mistakes and improve students’ weaknesses immediately, so that these weaknesses are not accumulated. This study sought to recognize the teachers’ perception of the SBA effectiveness in increasing students’ achievement in Mathematics. A total of 50 Mathematics teachers from Secondary Schools in Kedah, Malaysia participated in the survey. A 19-items questionnaire was employed to measure teacher’s perception on the SBA effectiveness and students’ scores in Mathematics. The data were analysed quantitatively using descriptive statistics and logistic regression. The result showed that the teachers’ perception on the SBA effectiveness in school had no statistically significant relationship with the students’ achievement in Mathematics. This finding implied that the teachers’ perception on the effectiveness of SBA practiced in school didn’t affect the students’ achievement in Mathematics.

KEY WORDS: Teachers’ Perception; School-Based Assessment; Mathematics; Effective Assessment; Students’ Achievement.

About the Authors: Farhana Mohamad Radzi completed her Master specialize in Educational Psychology and degree in Mathematics at IIUM (International Islamic University of Malaysia) in Gombak, Kuala Lumpur, Malaysia. Siti Salwa Md Sawari is currently Ph.D. Candidate at the Faculty of Islamic Civilization UTM (Malaysia University of Technology) in Kuala Lumpur, Malaysia. Corresponding authors are: farhana.radzi@gmail.com and salwa.sawari@gmail.com

How to cite this article? Radzi, Farhana Mohamad & Siti Salwa Md Sawari. (2016). “Recognize Teachers’ Perception of the School-Based Assessment (SBA) Effectiveness in Increasing Students’ Achievement in Mathematics” in EDUCARE: International Journal for Educational Studies, Vol.8(2) February, pp.139-146. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877.

Chronicle of the article: Accepted (November 27, 2015); Revised (January 27, 2016); and Published (February 28, 2016).

Teachers’ Perception; School-Based Assessment; Mathematics; Effective Assessment; Students’ Achievement

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