EDUCATIONAL CHANGE

Educational Change

CHAPTER 2: LITERATURE REVIEW

Introduction

Educational Change is necessary for any country to implement for bringing about betterment in the society. Educational change is a process wherein a new strategy is implemented to an existing system of education. Educational change of any implication necessitates alterations in structures of the organization, allocation of resources, communications, and attitudes and beliefs. Change is hard and often ineffective

In order to make the process of change smooth and successful, school administrators and teachers are expected to interpret the procedure of change and be devoted to the success of the effectuation inside their system. Productive change comes along to pass through, at any rate, three stages: adoption, implementation, and institutionalization. In this study, we will shed light on the issue of educational change in terms of shifting from summative assessment to formative assessment in the educational system across Malaysia.

Evaluation in schools is a controversial topic, around which much debate about particular issues have arisen over the years. The issues pose a challenge to experts in educational and school psychology so that they can chalk out solutions and develop strategies to ameliorate the problems.

In recent years, formative assessment has been proposed in Malaysian educational system as per the suggestion of NEAS (National Assessment and Progress Education, the teachers, educationalists, and researchers have questioned the specific issue of assessment and have developed new perspectives on the subject, as well as new ways of collecting evidence of verification from the emerging criteria.

For example, authentic assessment, emphasizing how the traditional valuation is now past for a number of practical problems which put in place, such as having characteristics of self, losing self to serve the function, feedback plan for the student in learning, be selective and prefer explicit tests of purely cognitive and so on.

In this sense, one may conclude that formative assessment should include specific times of metacognitive reflection through which students learn little by little reinforcement of specific characteristics of mental structure and strategies of learning and cognitive styles, learning styles and styles of attribution.

2.1 Formative Assessment

Formative assessment has becomes a pattern of recent date in the context of Malaysian education, administration and implementation levels: basic, media and higher education by teachers has been limited and sometimes unpopular, given the low standard information that has had this kind of evaluation, as evidenced by research prior to this work.

The range of courses and workshops on the administration of formative assessment and their implementation in the classroom has been virtually nonexistent. This work has been designed with the intention of making some contribution to their knowledge, spread the benefits of this type and at the same time suggest some strategies for its operations in the classroom.

Some relevant definitions of formative assessment have been proposed. From time to time, the definition of formative assessment itself has undergone continuous evolution. Priestley & Sime (2005) suggest the ideas of formative assessment and its potential to enhance the learning environment seems a better idea of the teachers for ...