Competencies on Classroom-Based Assessment among Non-Early Childhood Education Major Teachers of Labuan District: Basis for Instructional Development Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I2.91Keywords:
Assessment Competence, Classroom-Based Assessment, Early Childhood Education, Educational Assessment, Inclusive Education, Instructional Decision-Making, Kindergarten Teachers, Progress MonitoringAbstract
This study examined the classroom-based assessment competencies of non-ECE-major kindergarten teachers in Labuan District as a basis for developing an instructional development plan. It was anchored in Assessment for Learning Theory, Teacher Competence Theory, Bronfenbrenner’s Ecological Systems Theory, and Constructivist Learning Theory. An explanatory sequential mixed-method design was employed involving 19 non-ECE-major kindergarten teachers. Data were gathered using a researcher-made 5-point Likert scale questionnaire, classroom observation guide, semi-structured interview guide, and focus group discussion guide. Quantitative data were analyzed using frequencies, percentages, mean scores, and the Mann-Whitney U test, while qualitative data were examined through thematic analysis. Findings showed an overall classroom-based assessment competence of 4.47, interpreted as High Extent. Educational Assessment obtained the highest rating at 4.65, followed by Progress Monitoring at 4.51, Instructional Decision-Making at 4.49, and Identification of Learners with Special Educational Needs at 4.23. No significant differences in assessment competence were found according to sex, specialization, years in teaching, or related training attended. Qualitative findings showed that teachers used varied and developmentally appropriate assessment strategies, assessment-based differentiated instruction, continuous progress monitoring, and curriculum-aligned practices. However, limited formal preparation in Early Childhood Education, diverse learner needs, time constraints, and classroom management demands posed challenges, particularly in identifying learners with special educational needs. Professional experience, mentoring, collaboration, curriculum alignment, and continuous learning strengthened teachers’ competence. The study recommends sustained professional development, coaching, mentoring, Learning Action Cell activities, and training in inclusive and developmentally appropriate assessment. The study supports SDG 4: Quality Education by strengthening teacher competence, inclusive learning, and responsive classroom assessment. Its sustainability impact lies in supporting educational, institutional, social, and policy improvements through continuing teacher development, evidence-based instructional support, and more inclusive assessment practices.
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