The Readiness Level of Primary School Teachers Towards the Implementation of Classroom-Based Assessment (PBD)

Abstract

This study aims to investigate the readiness level of primary school teachers in Malaysia towards the implementation of Classroom-Based Assessment (PBD). As PBD plays a critical role in the Malaysian education system, enabling continuous assessment of students' progress, the success of its implementation largely depends on teachers' knowledge, skills, and their perceptions of Malaysia’s PBD training courses. This study aims to evaluate the readiness level of primary school teachers in implementing PBD, focusing on their knowledge, skills, and perceptions towards PBD training courses. This survey study adopts a quantitative design, utilizing a questionnaire as the data collection instrument. Findings will help inform education policymakers on the necessary support and training programs needed to ensure effective PBD implementation. Furthermore, this study will offer practical recommendations for schools and teacher educators to enhance teachers' readiness, ultimately contributing to improved student outcomes and a more dynamic educational environment in Malaysia.