Students’ Perceptions of Formative Assessments in Malaysian Secondary Education: A Gender-Based Analysis

Students’ Perceptions of Formative Assessments in Malaysian Secondary Education: A Gender-Based Analysis

Authors- Noraziah Bidin, Zulkifli Bahrom, Nanthini Maree Velayutham

Abstract-This study examines Malaysian secondary school students’ perceptions of formative assessments, focusing on gender-based differences. A sample of 424 students (268 male, 156 female) from various form levels in a Malaysian secondary school completed the Students’ Perceptions of Formative Assessments (SPFA) questionnaire. The SPFA, adapted from Dorman and Knightley (2006) and translated into Bahasa Malaysia, measures five dimensions: congruence, authenticity, consultation, transparency, and accommodation, using a 4-point Likert scale. Results revealed high levels of perceived congruence (85-88% positive responses) and transparency (92-95% positive responses). However, authenticity perceptions were low (15-21% positive responses), with significant gender differences (χ2 = 9.87, p < 0.05). Consultation emerged as the weakest dimension, with most students disagreeing about their involvement in the assessment process. Accommodation showed mixed results, with gender differences in fairness perceptions (χ2 = 7.23, p < 0.05). Overall, students expressed positive attitudes towards formative assessments, with 100% appreciating their use and finding feedback helpful. Based on these findings, several suggestions are proposed to improve formative assessment practices in Malaysian secondary education. Educators should focus on enhancing assessment authenticity by incorporating real-world applications, which can increase student engagement and understanding. Efforts should be made to increase student involvement in the assessment process, thereby improving consultation and fostering a sense of ownership in their learning. It is also crucial to address the observed gender differences in perceptions of authenticity and fairness to ensure equitable assessment practices. While maintaining the strengths in congruence and transparency, educators should strive to balance assessment difficulty and frequency to avoid overwhelming students. These recommendations aim to align with ongoing educational reforms and promote student-centred learning, ultimately improving the effectiveness of formative assessments in Malaysian secondary schools.

DOI: /10.61463/ijset.vol.12.issue6.316