Classroom Assessment Practices for Formative and Authentic Assessment at SJK (C) Yuk Cheng

This study aims to examine the implementation of Classroom-Based Assessment (CBA), focusing on formative and authentic assessment practices at SJK (C) Yuk Cheng, Tanah Merah, Kelantan. Classroom-Based Assessment (CBA), introduced by the Ministry of Education Malaysia (MOE) in 2017, is designed to assess students holistically by evaluating the cognitive (intellectual), affective (emotional and spiritual), and psychomotor (physical) domains in alignment with the objectives of the Standard-Based Primary School Curriculum (KSSR) and the National Education Philosophy (NEP). A total of 24 teachers from various academic disciplines participated in this study, selected through a simple random sampling technique. Data were collected using a structured questionnaire developed by the research team and analyzed using descriptive statistical methods through Google Forms. The findings indicate that the choice of assessment instruments plays a significant role in influencing students' interest in learning. Selecting appropriate assessment instruments not only enhances students' engagement and motivation but also contributes to more effective teaching and learning processes in the classroom. These findings highlight the importance of implementing formative and authentic assessment practices that support meaningful learning and foster students' holistic development.

Perception, Workshop Effectiveness, Classroom-Based Assessment (CBA)

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