Exploring Secondary School Design and Technology Teachers’ Understanding of Performance Levels in Classroom Assessment
Keywords:
Classroom Assessment (PBD), Performance Levels (TP) , Design and Tecchnology (RBT) teachers , personal judgement , assessment literacy , secondary schoolAbstract
This study aimed to explore Design and Technology (RBT) teachers’ understanding of Performance Level (TP) in Classroom Assessment (PBD) at the secondary school level. The study was guided by Assessment Literacy Theory and Constructive Alignment Theory to understand how teachers interpret Performance Standards, use learning evidence, and exercise professional judgement in the implementation of PBD. This exploratory qualitative study was conducted within an interpretivist paradigm involving three RBT teachers from a selected secondary school in Batu Pahat, Johor, Malaysia, who were selected through purposive sampling based on their teaching experience, direct involvement in PBD implementation, and experience in determining students’ TP. Data were collected through semi-structured interviews and analysed using inductive thematic analysis. The findings produced four main themes comprising twelve subthemes: teachers’ understanding of PBD and Performance Levels, factors influencing assessment practices, challenges in implementing PBD in RBT, and professional support required to strengthen assessment practice. A central finding was that teachers’ understanding of Performance Standards alone did not necessarily ensure consistent TP decisions, as such judgements also depended on the availability and quality of learning evidence, professional judgement, and contextual support. The study highlights the need to strengthen RBT teachers’ assessment literacy through subject-specific training, moderation practices, clearer evidence guidelines, professional collaboration, and adequate practical facilities to enhance the validity, consistency, and fairness of PBD implementation.
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