Development and Validation of a Teacher Competency Instrument in the Implementation of Classroom-Based Assessment for the Malay Language Subject

This This study aims to develop and validate an instrument to measure teachers’ competency in implementing Classroom-Based Assessment (PBD) for the Malay Language subject in primary schools within the Federal Territory of Kuala Lumpur. Although PBD has become an important policy in the education system, previous studies in the context of the Malay Language remain limited. Moreover, teachers’ competency in implementing PBD has not been extensively explored. The study employed a quantitative approach based on Wilson’s (2004) instrument development model, known as the four building blocks. The initial instrument was evaluated by five experts to ensure content validity, while the Multifaceted Rasch Measurement Model was applied to obtain empirical evidence. A pilot study involving 120 teachers was conducted, followed by a field study with 172 teachers. The findings showed that the final instrument consists of 34 items, which demonstrated unidimensionality and high reliability. The instrument, named IKGPBD BM, carries significant practical implications. It can serve as a self-assessment tool for teachers to identify their strengths and weaknesses in implementing PBD for the Malay Language subject. School administrators and education officers at the district and state levels may also use it to design more targeted professional development programs. In addition, the findings of this study can inform teacher training institutions and the Ministry of Education in strengthening policies and training related to PBD implementation. Overall, this study contributes to the enhancement of classroom-based assessment practices in the Malay Language subject and provides a solid foundation for improving teacher training and education policy.