Classroom Assessment Practices in Malaysian Primary Schools: A Meta-Analysis

Abstract

One of the assessment processes used by teachers to help students improve is classroom assessment. Teachers will determine the extent to which students comprehend the topic of learning through classroom assessment. However, issuing implementation instructions in a short period might lead to a range of problems. As a result, the challenges, methodology, and conclusions of prior research on classroom assessment practise in Malaysian primary schools are examined in this paper. This study uses a meta-analysis design and a secondary study form to identify, explore, and interpret all relevant studies related to a topic domain. The review will only include studies conducted between 2020 and 2021 due to a recent change in assessment practices in Malaysian primary schools. A single database, Google Scholar, was used to find relevant literature and keywords were used to find the article. The three criteria used to select articles for analysis were researched on classroom assessment, data collection, and research completed within the last two years. Finally, 12 articles were chosen for meta-analysis based on a review of the literature. There are five qualitative studies and seven quantitative studies included. The findings revealed inconsistencies in Malaysian primary school teachers' reports about their readiness to understand classroom assessment. Previous research on Malaysian classroom assessment practices, on the other hand, used credible methodologies because each study examined a different aspect of the subject. In the future, researchers should concentrate their efforts on developing an instrument that meets validity and reliability criteria, resulting in more reliable data.