This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.

Algebraic solving ability had been discussed by many educators and researchers. There exists no definite definition for algebraic solving ability as it can be viewed from different perspectives. In this paper, the nature of algebraic solving ability in terms of algebraic processes that demonstrate the ability in solving algebraic problem is discussed. A theoretical framework of algebraic solving ability was formulated based on three phases of algebraic processes, historical development of algebra and SOLO model (Structured of the Observed Learning Outcome). The three phases of algebraic processes included investigating the pattern by collecting the numerical data, representing and generalizing the pattern into a table and an equation, and interpreting and applying the equation to the related or new situation. There are four levels (unistructural, multistructural, relational and extended abstract) of structure response of SOLO model that had been applied to assess students' algebraic solving ability incorporate two content domains of algebraic equation, namely direct variation and inverse variation.

Currently, in order to reform the Malaysian education system, there have been a number of education policy initiatives launched by the Malaysian Ministry of Education (MOE). All these initiatives have encouraged and inculcated teaching and learning for creativity, critical, innovative and higher-order thinking skills rather than conceptual knowledge, procedural knowledge, and rote memorization. The reform in teaching and learning approaches in Malaysian teacher education should also be reflected in the method of assessment as assessment is seen as a vital part of instruction in the culture of learning. In view of the need for changing school assessment culture, teachers' assessment literacy becomes one of the main concerns. Assessment literacy is regarded as the sound knowledge and skills in educational assessment required by teachers in assessing students' learning outcome. This article presents practical suggestions concerning knowledge and skill target of teachers' assessment literacy. Assessment literacy should not be fully addressed in theoretical fashion, but in a more practical and real-life manner. The five knowledge and skill targets that teachers should seriously focus on are: 1) validity of assessment, 2) reliability of assessment, 3) transparency of assessment, 4) fairness of assessment, and 5) using of assessment information.

The Malaysian curriculum for physics aims to produce active learners who are good with physics concepts, practical skills and scientific attitudes. Practical skills are acquired through active involvement in investigative work in the laboratory. This paper discusses the development of a scoring rubric that can be used to assess students' physics practical skills through observation, where scores are assigned to students while they are carrying out practical work. The important physics practical skills are identified through literature review and criteria of scoring each skill are depicted. A total of twenty skills are outlined in the scoring rubric. These skills were subjected to review by a panel of expert teachers. Evidences for validity of test content were gathered. The instrument was tested on 153 Form 4 students and the data obtained was subjected to PLS-SEM analysis. Interpretation of results indicates satisfactory validity and reliability. Results on the scoring rubrics is found to have weak but significant correlation with a written practical test subjected to the same group of students.

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