The Effectiveness of Classroom-Based Assessment Implementation by Teachers at Secondary Schools in Johor

The readiness of capable and knowledgeable teachers is a key issue in the implementation of Classroom-Based Assessment (PBD). This study aims to examine the effectiveness of implementing Classroom-Based Assessment (PBD) through teachers’ understanding of the PBD implementation process, their knowledge of PBD implementation methods, and the practices of PBD implementation, as well as the challenges encountered in implementing PBD in schools. This study uses a qualitative approach. The purposive sampling technique was employed, utilizing semi-structured interviews and a literature review approach that incorporated journals, e-books, articles, the internet, and academic books. A total of four (4) teachers who teach Form 5 at a secondary school in Johor were selected as study respondents. The data obtained were manually analyzed using thematic analysis. The study results indicate that the process of implementing PBD, as practiced, knowledge of PBD implementation methods, PBD implementation practices, and challenges in implementing PBD in schools affect the effectiveness of PBD implementation.