POOX7001 Assignment 2 - for educationalp

Assignment 2

1. Evaluating teachers’ pedagogical content knowledge in implementing classroom-based assessment: A study among ESL Secondary School teachers in Selangor

2. Problem Statement Lack of Comprehensive Assessment Training: The problem lies in the absence of comprehensive training programs that adequately prepare teachers to design, implement, and evaluate classroom-based assessments. Inadequate Integration of Pedagogical Content Knowledge: Another issue is the inadequate integration of pedagogical content knowledge (PCK) into assessment practices. Limited Assessment Literacy Among Teachers: A significant problem is the limited assessment literacy among teachers, which hinders their ability to critically evaluate assessment practices and make informed decisions about instructional strategies.

3. Research Objectives To investigate the relationship between ESL teachers' content knowledge and their classroom assessment practices among secondary school teachers. To examine the relationship between ESL teachers' pedagogical knowledge and their classroom-based assessment practices among secondary school teachers. To explore the relationship between ESL teachers' pedagogical content knowledge and their classroom-based assessment practices among secondary school teachers. Research Question What is the relationship between ESL teachers’ content knowledge and classroom assessment practices among secondary school teachers? What is the relationship between ESL teachers’ pedagogical knowledge and classroom- based assessment practices among secondary school teachers? What is the relationship between ESL teachers’ pedagogical content knowledge and classroom-based assessment practices among secondary school teachers?

4. Expected Hypothesis Teachers with higher levels of pedagogical content knowledge (PCK) will demonstrate greater proficiency in designing, implementing, and evaluating classroom-based assessments compared to those with lower levels of PCK. Training programs that effectively integrate pedagogical content knowledge (PCK) into assessment practices will lead to improvements in teachers' abilities to develop assessments that align with learning objectives, accurately measure student progress, and provide meaningful feedback. Teachers who demonstrate higher levels of assessment literacy will be more likely to utilize assessment data to inform instructional planning, adjust teaching methods based on assessment results, and foster a positive impact on student learning outcomes compared to those with lower levels of assessment literacy.