Need-analysis on Importance of Health Education Assessment Module for Lower Primary Teachers in Classroom-based Assessment

Abstract

This study aims to develop a Health Education assessment module in the classroom for lower primary teachers. The objective of this study is to identify the importance of the assessment module of Health Education in classroom assessment for lower primary teachers. The design used in this study is the design and development research method, which has three phases. The first phase is to analyze the needs, the second phase is design and development, and the third phase is the implementation and assessment of the module. The instrument used in this phase is the questionnaire to identify the importance of assessment material, which is the assessment module for teachers who teach Health Education for lower primary class students in classroom-based assessment. Analysis towards the data of this study was made by using 'SPSS' version 22. Research findings show the importance and the need to develop the assessment module of Health Education for lower primary teachers in conducting the classroom-based assessment. In conclusion, results prove that the Health Education assessment module development is very imperative and essential for teachers in teaching Health Education subject for lower primary students. Not that only, data obtained from the questionnaire show that Health Education teachers felt more comfortable to teach Health Education using the module comparatively as the workload has decreased. The analysis also evidenced that 93.4 percent of teachers think that they can retain the Health Education assessment module as an assessment record. On the whole, this research will be an asset to Malaysia curriculum development.

The Framework of Classroom-Based Assessment Based on the CIPP Model

“…A study by Gengatharan and Rahmat (2019) in the study "Level 1 Teacher Needs Assessment Module in Classroom-Based Assessment" states that teachers need 4 health education assessment models to help implement CBA. These four models are assessment centres, activity assessments, psychometric assessments and classroom-based assessments.…”