Faculty of Education, Social Sciences and Law

School of Education

Research Student: Stephania Albert Jonglai

Submission Date: February 2017

In the last two decades there has been a significant demand in the shift for assessment practices. Many developing countries including Malaysia have introduced school-based assessment as part of its education system. School-based assessment is considered as a complement or substitute to external public examination system (Black & William, 1998). It has transformed the era of comparing students with other students to an evaluation based on a pre-set standard (Stiggins, 2006).

The new assessment reform has a perceive role in providing access to both economic and social development of the 21st century knowledge and skills. The assumption is that the perceived economic and social advantages would flow from the practical aspect of school-based assessment as it promotes education opportunity to all level of pupils’ development (Ministry of education, 2011). It has also a perceive role in narrowing the gap achievements by bench marking expectations with those in high performing nations such as Finland, Canada, Australia, New Zealand, Hong Kong, Korea and Japan (Darling-Hammond & McCloskey, 2011).

At present little is known about teachers’ perceive role towards school-based assessment and how it is viewed and practice in different contexts, and if school-based assessments are to provide learning opportunities and standard achievements, what sort of issues need to be taken into consideration in order to suit requirements of such school communities.


I’m from the east peninsular of Malaysia in the North coast island of Borneo. I did my undergraduate and postgraduate degree in my home country. Before I came to the University of Leeds for my PhD program, I was a primary school teacher in one of the public schools in Malaysia. I have been a school teacher for almost 11 years in a small rural school. I taught English language subject to pupils from age 7 to 12 years old.

What motivated me to undertake PhD study?

It started with a simple question of trying to understand about change made in the education system and how actually teachers would react upon change.

Being a school teacher, I have been through several changes made in the education system and as the end user of many initiated program teachers like me, I struggle in interpreting these changes in school because of the limited knowledge, information and reasons why the changes are being made. I wanted to explore how other teachers are trying to cope with changes made in education systems, their knowledge about change, what they think about change and how this affects their practices.

My PhD study is also inspired by the knowledge of the environment and context in which education takes place. I also wanted to understand how different teachers in other contexts respond to change and the impact on the aims and objectives to educational reform.

What makes me passionate about my subject?

The information that will be gained from this study could shed some lights to different stakeholders on how teachers as end users interpret change into practice. It will provide some knowledge and recommendations about future policy planning and decisions making to different stakeholders in carrying out implementation of a new program or initiatives.

What are my plans once I have completed my PhD?

In completing this study, I will be going back to my home country. I hope that I will be able to contribute to the people of my country in education particularly in the management of curriculum and change.

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