Assessment for Learning: Charting a Future in The Malaysian Higher Education

Mohamad Sahari Nordin


Assessment for learning is a significant driver of student learning.  It serves as a catalyst for reform in instructional practices, and hence, the centerpiece of educational improvement. This presentation reports an intervention programs designed and implemented by an institution of higher education in Malaysia to capitalize on the potentials of assessment for learning.  In addition, it discusses conditions that would enable assessment to facilitate meaningful learning among students of higher learning institutions in particular, and create a vibrant learning ecosystem, in general.              


Assessment; Learning; academic culture; instructional practice; training

Full Text:



Andrich, A. (1988). Rasch models for measurement. Newbury Park, CA: Sage Publications.

Augustine, C. H., Cole, J. J. K., & Peterson, M. W. (1998, November). Impacts of student assessment on teaching and learning: Differences between state policy makers and campus representatives. A paper presented at the ASHE Annual Meeting, Miami, Fl.

Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (Eds.) (1996). Assessment in practice: Putting principles to work on collage campuses. San Francisco: Jossey-Bass.

Barlow, S., Bertrand, M., Majkot, V.S., McLauglin, K., & Speir, S. (n.d.). Action research projects focused on the impact of assessment for learning strategies on teacher practice and student learning [On-line]. Retrieved January 15, 2012 from AFL_2009-10.pd.

Black, P., & Wiliams, D. (n.d.). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan [On-line]. Retrieved July 15, 2012 from http://

Berlak, H. (2002). Academic achievement, race, and reform. ERIC Reproduction Service No UD 034 9870.

Bond, L. (1994). Reaching for new goals and standards: The role of testing in educational reform policy [On-line]. Available: assment/as700.htm.

Cole, J.J.K., & Nettles, M.T. (1999). Promise and peril: Assessment and urban universities. Metropolitan Universities, 10, 11-21.

Daniel, L. G., & King, D. A. (1998). Knowledge and use of testing and measurement literacy of elementary and secondary teachers. The Journal of Educational Research, 91(6), 331-344.

Dorn, S. (2010). The political dilemmas of formative assessment. Exceptional Children 76(3), 325-337.

Ellyn, G. (2000). Assessment: In institution-wide process to improve and support student learning. College of DuPage. [ERIC Reproduction Services: ED 450 833].

El-Khawas, E. (1995). Campus trends 1995. Higher Education Panel Report No. 85. Washington, DC: Amemrican Council on Education.

Ewell, P. T. (1993). The roles of states and accreditors in shaping assessment practice. In T. W. Banta (Ed.), Making a difference: Outcomes of a decade of assessment in higher education (pp. 339-356). San Francisco: Jossey-Bass.

Ewell, P. T., & Boyer, C. M. (1988). Acting out state-mandated assessment: Evidence from five states. Change, 20(4), 40-47.

Freeman, R., & Lewis, R. (1988). Planning and implementing assessment. London: Kogan Page.

IIUM. (2006). Student Assessment Policy. Unpublished manuscript, International Islamic University Malaysia.

Kibreab, A.E. (2011). Instructors Understanding and Practice of Continuous Assessment:

The Case of Ethiopian Civil Service College. Journal of Quality and Relevant Education and Training, 1(1), 33-42.

Lewis, K.M. (2005). The pre-service training of teachers: Does it meet the objectives and how it could be improved? Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative [On-line]. Retrieved August 18, 2012 http://www.unesdoc. org/images/0014/001466/146658e.pdf.

Linacre, J.M., & Wright, B.D. (2000). WINSTEPS: Multiple choice, rating scale, and partial credit Rasch analysis [Computer software]. Chicago: MESA Press.

Morris, J.B. (1996). Assessment instruction in preservice teacher education courses at University of South Carolina. Unpublished doctoral dissertation. University of South Carolina.

Mundhenk, R.T. (2004). Communities of assessment. Change, Nov-Dec. Retrieved Jan 1, 2006, from

Mukki, R.A. (2012). A study of assessment practices in teacher education programmes in Tanzania. Unpublished doctoral thesis. International Islamic University Malaysia.

Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass.

Peterson, M.W., & Einarson, M.K. (2001). What are colleges doing about student assessment? The Journal of Higher Education, 72, 6, 629-669.

Riley, K., & Stern, B. (1998). Using authentic assessment and qualitative methodology to bridge theory and practice. Educational Forum, 62(2), 178-185.

Sahari, M. (1999). The perceptions of university instructors on their testing practices: A case study. Pertanika Journal of Social Sciences, 7(1), 21-29.

Song, E., & Koh, K. (2010, August). Assessment for learning: Understanding teachers’ beliefs and practices. A paper presented at the 36th Annual Conference Assessment for the Future Generations, Bangkok, Thailand.

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83(10), 758-799.

Townsend, A.E. (2007). Thai university teacher education programmes reform: Professor perspectives of pre-service teacher preparation in assessment of student learning. Unpublished doctoral dissertation. Washington State University.

Yoe, S. (2004). Embedding graduate attributes in assessment tasks [On-line]. Available:

Zubairi, A.M., Sanudin, I., & Nordin, M.S. (2008, September). Faculty competency in assessment. Paper presented at the Annual Conference of the Association for Educational Assessment (IAEA), UK: Cambridge.


  • There are currently no refbacks.

International Conference on Education and Language (ICEL)
Bandar Lampung University
ISSN: 2303-1417