Exploring the Psychometric Properties of School-based Assessment Instrument

Abstract

The purpose of this work is to develop and evaluate the validity and reliability of an instrument for implementing school-based assessment (SBA) in schools. In the Malaysian context, SBA consists of four components which are school assessment, central assessment, psychometric assessment and physical activity, sport and co-curriculum assessment.  Daniel Stufflebeam's conceptual framework, known as the CIPP (context, input, process, and product) Evaluation Model, served as the foundation for the development of the instrument.  This pilot study was conducted at the primary and secondary schools in Melaka, a state at the south of Peninsular Malaysia.  In this study, the instrument in the form of questionnaire is distributed to a sample of 120 primary and secondary school teachers. There is an 80% response rate.  Experts evaluate the content validity, while exploratory factor analysis (EFA) measures the construct validity.  Internal consistency reliability, which is determined by alpha coefficient reliability or Cronbach Alpha, is used to assess the instrument's reliability.  This pilot study's findings indicate that the instrument is valid and trustworthy. Finally, 68 things are kept out of a total of 71.