INTRODUCTION

SBA also

SBA also serves to test and evaluate the performance of students in all respects a whole.

According to the Malaysian Examinations Board (2012), SBA is a form of assessment in schools
serves to test and evaluate the performance of students in all respects as a whole.

Assessment includes academic achievement, extra-curricular and personality of students through

the process of the teaching and learning (PdP).

Teachers are responsible to carry out the SBA process needed to follow all the steps and
procedures for assessment.

The scores are reported in planned activities in accordance with the procedures laid down by the
Malaysian Examination Board.

SBA is also a combination of school assessment undertaken by teachers as well as confirmation

of the appraisers in the National Achievement Centre or the student report based on the
competencies they have accessed, understood and skilled (Azhari, 2005;
A study was done by Kumutha Raman and Hamidah Yamat in 2014 to understand why teachers
are unhappy with the implementation of SBA through a semi-structured interview.

The bulk of the respondents cited time-consuming and extra workload as the most common
problems that make them feel unhappy with the implementation of the SBA.

1. Teachers’ workload is usually heavy but the interview findings revealed that the
implementation of the SBA is overburdening and causing too much pressure to the teachers.

This finding is also supported by Yip and Cheung (2005). They reported many teachers see the
SBA as additional work imposed on them by the authorities. They also claimed that the SBA is
adding extra workload and pressure to teachers’ routine of packed timetables.

a. Generally, every day teachers occupy their time in developing interesting lesson plans
and planning different teaching approaches in order to conduct a lively and enthusiastic class.

Tasks selected by teachers provide the opportunity for self-directed learning in which the student
can assume responsibility for work on aspects of the subject area.

Feedback from testing allows teachers to refine their objectives, rethink their teaching strategies,
select the most appropriate instructional materials and plan their next unit of work (CSEC Manual
2012).

b. Besides focusing on their teaching preparation, they have to do various work too such as
keeping record book, marking, filing and participating in all school activities.

With the implementation of the SBA, teachers believe that their workload has increased. The
findings revealed that the SBA needs extra marking, filing, documentation, paperwork and
reassessment.
c. Extensive record keeping and monitoring of individual learners in the new assessment
increases teachers’ workload (Sishi and Poliah, 2006; Chisholm et al., 2005). All the
additional workload needs additional time to accomplish them.

Teachers’ evaluation on each band requires ample time. Besides occupying their working hours
fully, teachers still have to work on their extra heavy workload after school hours. Assessment on
each student in each classroom needs additional time than the usual lesson hour. Reynek et al.
(2010) also supported that learners are forced by their teachers to complete the prescribed
assessment tasks within certain time limits. Hence, the tasks do not always flow naturally from
teaching and learning.

Teachers are always desperately trying to find time for their students within an overloaded
curriculum that is now powered by data, further impacting the quality of time they spend with their
students. The administrative burden takes teachers further away from their students and their
needs.

A class teacher in this country, for instance, not only deals with filling in school attendance each
day and collecting money from students for school magazines or graduation celebration that has
become a trend in every school. They also collect different types of data and write reports all year
long for every single activity involving students.

Ironically, while there is the need to shift to a framework better suited to what a 21st century
education would look like, our teachers, as I have been told, still spend time writing each of their
pupils’ names by hand as required for some documents.
Not only is the workload limiting the capacity of these educators to give their “fullest attention” to
teaching and learning, it is impacting on their time to be as creative as they want to be and to
spend more time individually with students.

Teachers need time to engage students in topics, time to talk about concepts and time to explore
new ideas and correct misconceptions in order to achieve positive results and progress.

The pressure can be particularly great when you are a teacher dealing with a classroom full of
students with parents who have high expectations

Program sekolah harus dikurangkan supaya tiada gangguan semasa pentaksiran dijalankan.
Pihak pentadbir perlu memberi kerjasama dengan tidak terlalu membebankan guru dengan
tugasan yang bukan melibatkan pengajaran dan pembelajaran. Ini adalah kerana guru perlu lebih
masa untuk yang melibatkan aktiviti pentaksiran di mana guru perlu merancang dengan teliti dan
menepati objektif pengajaran yang telah ditetapkan di awal pengajaran dan pembelajaran.
Program sekolah yang kerap diadakan di waktu persekolahan sedikit sebanyak mengganggu
perancangan guru dalam melaksanakan pentaksiran. Kalau dilihat rasional kepada perlunya
pelaksanaan PBS adalah (King & Brathwaite, 1991):

i. ia menaksir sesuatu objektif yang tidak dapat ditaksir melalui ujian bertulis biasa.

ii. ia memberi peluang kepada pelajar untuk menunjukkan kebolehan atau kemahiran yang

mereka kuasai.

Maka dengan ini perlunya guru dan pelajar beri penumpuan penuh kepada aktiviti pengajaran

dan pembelajaran untuk memastikan kualiti pentaksiran mencapai piawaian yang ditetapkan.